Incorporating online writing resources into self-regulated learning strategy-based instruction: An intervention study

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-10-10 DOI:10.1111/jcal.13081

Tomoko Yabukoshi, Atsushi Mizumoto

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Abstract

Background

While self-regulated learning (SRL) strategy-based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy-based writing instruction, despite the availability of various online platforms.

Objectives

This study proposed an SRL strategy-based instruction for technology-assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self-efficacy beliefs and perceived acceptance of technology.

Methods

The research design used was a pre-experimental pre-test, post-test and delayed post-test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8-week period, these students received SRL strategy-based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self-efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post-hoc tests, and examination of the effect sizes.

Results and Conclusion

The results showed statistically significant improvements in students' writing performance, SRL strategy use, self-efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology-enhanced writing environment.

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将在线写作资源纳入基于自我调节学习策略的教学：干预研究

背景虽然在英语作为外语（EFL）的课堂上已经提出了以自我调节学习（SRL）策略为基础的写作教学，但在日本的 EFL 学习者中却没有足够的证据，而且尽管有各种在线平台，但关于将在线资源纳入以 SRL 策略为基础的写作教学的讨论却很少。本研究提出了一种基于 SRL 策略的技术辅助写作教学，并探讨了它对日本高等院校 EFL 学习者的写作成绩、报告的 SRL 策略使用情况、自我效能信念和对技术的感知接受程度的直接和持续影响。研究方法研究设计采用了实验前预测试、实验后测试和延迟后测试设计，并采用便利抽样的定量方法。参与者为日本一所大学学术写作课程的 44 名学生。在为期8周的时间里，这些学生接受了基于SRL策略的写作指导，并得到了在线写作资源的支持。研究工具包括写作测试和调查问卷，分别在干预开始时（时间1）、干预结束后（时间2）和干预结束1个月后（时间3）对SRL策略、自我效能感和技术接受度进行评估。数据分析方法包括方差分析、事后检验和效应大小检验。结果与结论结果表明，从时间 1 到时间 2，学生的写作成绩、自学能力策略使用、自我效能感和技术接受度都有了统计学意义上的显著提高，并且在时间 3 时仍有持续影响，这表明该干预措施具有提高 EFL 写作水平的潜力。本研究通过探讨在技术强化的写作环境中教授自学能力策略的直接和持续影响，为 EFL 写作教学法做出了贡献。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope