Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention

Abstract

Despite self-regulated learning (SRL) being considered to represent a model of optimal learning, the effects of SRL strategy-based instruction in L2 writing remain relatively underexplored, especially in the Chinese tertiary setting. To fill such lacuna, the present study explored the effects of an SRL strategy-based writing intervention program on Chinese university English-as-a-foreign-language (EFL) learners' writing performance and self-regulated writing strategy use. A quasi-experimental design was employed with 97 third-year English-major students. The experimental group (n = 39) received a 12-week intervention designed on a framework conceptualized according to Zimmerman (2000) and Pintrich (2004). The control group (n = 58) received a regular traditional writing course concurrently. Data were collected with a Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS), writing tests, and student interviews. ANCOVA results revealed a significant intervention effect on writing performance with a sustained effect one month later, and significant effects on participants’ use of the target strategy types while non-significant effects on the non-target strategy types. Analyses of the interview data also uncovered a higher frequency of occurrence and more adept and deliberate use of the target strategies among the experimental group, and offered tentative evidence to the differential intervention effects on participants of varied writing performance levels. Pedagogical implications are discussed.