Abstract
The present research investigates the effect of self-regulatory strategy instruction on Iranian EFL learners’ metadiscoursal writing abilities. To this purpose, 50 Iranian EFL intermediate learners were all native speakers of the Persian language learning the English language in an institute were selected via convenience random sampling. Self-regulated Strategies Intervention and Metadiscoursal writing pretest and post-test were the research instruments employed to collect the data. Because of the circumstance of Covid-19, the instructor made a new WhatsApp group apart from the virtual group, namely Adobe Connect, to make contact with the students. The learners were required to take a metadiscoursal writing pretest. After passing six sessions, intervention through self-regulated strategies was taught, and the participants were required to follow the guidelines. The instructor checked every single learner’s progress. Ultimately, they took a post-test. The findings revealed that the selfregulatory strategy significantly impacted Iranian EFL learners’ metadiscoursal writing skills. In conclusion, the results indicated that it could be suitable for teachers to gain more information regarding the self-regulated strategy and utilize it, where necessary, for its positive results.
Highlights
Self-regulation, a psychological concept which has attracted the attention of many educational researchers (Zimmerman, 1990), is defined as self-generated thoughts, feelings, and behavior that are planned and cyclically adapted based on performance feedback to achieve selfset goals (Zimmerman, 1989)
The instructor checked every learner’s progress. They took a posttest, and the results obtained from the research instruments were analyzed through paired samples t-test
The findings revealed that self-regulatory strategy instruction had a positively significant effect on Iranian EFL learners’ metadiscoursal writing skill and it is suggested that teachers are better to get familiar with the self-regulated strategy and its positive outcomes
Summary
Self-regulation, a psychological concept which has attracted the attention of many educational researchers (Zimmerman, 1990), is defined as self-generated thoughts, feelings, and behavior that are planned and cyclically adapted based on performance feedback to achieve selfset goals (Zimmerman, 1989). Schunk and Zimmerman (1997) defined SRL as an approach to making learners autonomous in such a way that they are motivationally, behaviorally and metacognitively active and able to take responsibility for their own learning and problem-solving This process of making learners autonomous implies that self-regulation is an ability that can be developed. Evidence of the self-regulation teachability can be found in Palincsar and Brown (1984), who showed that self-regulatory processes and strategies can be instructed, and teachers can train learners in self-regulation. This has been confirmed by subsequent research as well (e.g. Perels, Gurtler, & Schmitz, 2005; Perry, Hutchinson, & Thauberger 2007; Stoeger & Ziegler, 2008)
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