Abstract
This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated learning managementby learners. Forarousing the use of learning strategies, a set of self-monitoring and self-evaluatingassessment rubric namedStrategy Inventories for Learning L2 Writing(SILL2W)has also been designed. For collecting and analyzingthe data a questionnaire, pre-post-tests, checklist, and interviews wereutilized. Outcomes of data analyses have shownusefulness and practicality ofthe S2RMCA model for teaching self-regulated L2 writing. Acceptable resultshave also beenshownby participants intheir L2 writing skills. In research studies conducted on cognitive load, accurate measurement of load viaself-reporting has been a persistingquestion and this study has notbeen different from the onesthat have faced the challenge.
Highlights
Several researchstudies have shownsolid correlation among self-regulation, language learning strategies, metacognition and cognitive involvement load from different angles and viewpoints.Cubukcu (2009) has portrayed therelationship between self-regulation, metacognition, and autonomy and demonstrated that low autonomy is closely related to low self-regulatedbehaviors in learning
For facilitating self-regulated and metacognitive learning strategy use, this study has developed a self-questioning checklist — Strategy Inventories for Learning L2 Writing (SILL2W)with 40 inventory items.SILL2W has been designed especially in self-questioning formto help facilitate self-monitoring and self-evaluation of L2 writing.Oxford (2017) has claimed that there are less information sources of cultivating self-regulated and metacognitive learning strategies for L2 writing skills.The S2RMCA model is inspired byS-W-SR (Weinstein and Palmer, 2002) and ER-GO-CA (Olejnik and Nist, 1992).The study of Phoocharoensil, S., Moore, B., Gampper, C., Geerson, E., Chaturongakul, P., Sutharoj, S., and Carlon, W. (2016) has revealed someproblems that Thai EFL undergraduate students often encounter in L2 writing are due to L1 influence, and due to confusion over the target language and its complexgrammatical system
From the self-reports, it can be interpreted that the SILL2W could generate some understanding and willingnessamong learners for self-regulated learningandemploy metacognitive learning strategies
Summary
Several researchstudies have shownsolid correlation among self-regulation, language learning strategies, metacognition and cognitive involvement load from different angles and viewpoints.Cubukcu (2009) has portrayed therelationship between self-regulation, metacognition, and autonomy and demonstrated that low autonomy is closely related to low self-regulatedbehaviors in learning. Chamot and Harris (2019) have asserted thatpromisingevidenceis still anticipatedrelating to how to design and implement the language learning strategy mediations. In the domain of language learning strategies and self-regulated learning,research has rarely been meant to have an influence on classroom practices (Conley, 2014). There are not enough models to train teachers on instructional models that can foster self-regulated learning of L2 writing.This study has come forward with an innovative model of teaching and learning L2 writing — Strategic Self-Regulated Metacognitive Activities (S2RMCA) for fostering self-regulated and metacognitive learning strategies through instructionally stimulated cognitive involvement load on learning processes. S2RMCA is designed to engage learners in self-controllingtheirparticipation in planning, self-monitoring, and self-evaluation
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