A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts

• Published in: System (Linköping) Vol. 88; pp. 102182 - 12
• Main Authors: Teng, Lin Sophie, Yuan, Rui Eric, Sun, Peijian Paul
• Format: Journal Article
• Language: English
• Published: Oxford Elsevier Ltd 01.02.2020; Elsevier Science Ltd
• Subjects: Chinese languages; English as a foreign language; English as a second language; English as a second language instruction; Foreign language learning; Interviews; Learning strategies; Limited English proficiency; Mixed methods research; Motivation; Motivational regulation strategies; Second language writing; Second language writing instruction; Self-regulated learning; Writing; Writing proficiency; Self-regulated learning; Writing proficiency; Motivational regulation strategies; English as a foreign language
• ISSN: 0346-251X; 1879-3282
• DOI: 10.1016/j.system.2019.102182

This empirical study used a mixed-methods approach to examining the relationship of writing proficiency levels and motivational regulation strategies in English as a foreign language (EFL) contexts. Data were collected from a total of 389 Chinese undergraduates through a writing task and a self-report questionnaire. Among the participants, 30 students from high writing-proficiency (n = 15) and low writing proficiency (n = 15) groups were invited to complete follow-up semi-structured interviews. Quantitative data of this study revealed that the high writing-proficiency students reported using more mastery and performance self-talk, interest enhancement, and emotional control than the low writing-proficiency students. Likewise, the semi-structured interviews indicated that the high writing-proficiency group demonstrated more maturity and flexibility in deploying some motivational regulation strategies (e.g., interest enhancement and mastery self-talk) while the low writing-proficiency group reported limited understanding and use of these strategies. In addition, knowledge about learning strategies, writing instruction, learning motivation, and academic self-efficacy were major factors affecting the use of motivational regulation strategies between the two proficiency groups.