A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
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-repo...
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| Published in | System (Linköping) Vol. 88; pp. 102182 - 12 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
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Elsevier Ltd
01.02.2020
Elsevier Science Ltd |
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| Abstract | 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. |
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| AbstractList | 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. 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. |
| ArticleNumber | 102182 |
| Author | Sun, Peijian Paul Teng, Lin Sophie Yuan, Rui Eric |
| Author_xml | – sequence: 1 givenname: Lin Sophie surname: Teng fullname: Teng, Lin Sophie organization: Faculty of Western Languages, Heilongjiang University, Harbin, 150000, China – sequence: 2 givenname: Rui Eric surname: Yuan fullname: Yuan, Rui Eric organization: Department of English Language Education, Education University of Hong Kong, China – sequence: 3 givenname: Peijian Paul surname: Sun fullname: Sun, Peijian Paul email: luapnus@zju.edu.cn organization: Department of Linguistics, Zhejiang University, Hangzhou, 310058, China |
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| Cites_doi | 10.1080/00461520.2013.794676 10.1007/s10648-004-0006-x 10.1007/s40299-015-0243-4 10.3102/00028312023004614 10.1080/00220973.2012.699901 10.1016/S1041-6080(99)80004-1 10.1002/tesq.432 10.1006/ceps.1997.0919 10.1111/j.1467-9922.2010.00590.x 10.1016/j.system.2019.06.002 10.1002/tesq.129 10.1037/a0029692 10.1016/j.ijer.2012.07.005 10.1177/1362168815578550 10.1080/10494820.2017.1285790 10.1007/s11145-012-9379-2 10.1111/modl.12339 10.1177/160940691301200105 10.1016/j.system.2014.02.004 10.1007/s11409-017-9171-4 |
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| Keywords | Self-regulated learning Writing proficiency Motivational regulation strategies English as a foreign language |
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| SubjectTerms | 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 |
| Title | A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts |
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