Applying self-regulated strategy development model of instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners

Abstract

The present study examined the effect of self-regulated strategy development (SRSD), an instructional model to teach writing, on writing performance and writing motivation of EFL learners. To this end, 30 pre-intermediate EFL writers received a ten-session self-regulatory strategy development instruction on persuasive writing with specific focus on planning, goal-setting, monitoring, and evaluating. Several instruments including persuasive probes together with a validated Writing Motivation Questionnaire were utilized to collect data. The comparison of pretest and posttest scores on different measures revealed that SRSD instructional model resulted in improved writing performance of EFL learners. Moreover, the results of data analysis indicated an increase in the motivation of participants as regards foreign language writing.