Self-Regulated Strategy Development Research Articles

Self-Regulated Strategy Development With and Without Peer Interaction: Improving High School Students’ L2 Persuasive Essay Revisions

High school students for whom English is a second language (L2) often struggle with effective text revision because of limited ability to self-regulate their writing, that is, to manage the subprocesses of writing and to use writing-related knowledge and strategies. To help students in China acquire effective text revision skills for English persuasive essays, self-regulated strategy development (SRSD) revision instruction was applied both with and without peer interaction targeting knowledge of six writing dimensions. An experimental design involving 120 Chinese 11th-grade students in three conditions, that is, SRSD revision instruction with and without peer interaction (two treatment conditions) and conventional instruction without SRSD (control condition), was applied to examine the instructional effects on students’ writing and text revisions. Analyses of covariance revealed a statistically significant increase in text length and improvement in students’ text quality regarding higher-order content-level writing dimensions in both treatment conditions compared to the control condition in a post-intervention test. Notably, the most substantial improvement regarding both text length and text quality was observed in the SRSD plus peer interaction condition. Further, students in both treatment conditions made more text revisions involving longer text segments aimed at improving quality and changing meaning compared to those in the control condition. Among these, the students in the SRSD plus peer interaction condition exhibited the highest frequency of high-quality text revision during the posttest. The findings provide new insights into the effectiveness of SRSD revision instruction and peer interaction in developing L2 high school students’ self-regulation in revising English persuasive essays.

Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners.

Using Duolingo in Teaching and Learning Vocabulary: A Systematic Review

This systematic review examines the extant literature on the efficacy of the Duolingo application for vocabulary development in instructed second language (L2) contexts. Drawing on several empirical studies, the review synthesises findings related to (a) the comparative effectiveness of Duolingo versus traditional pedagogies, (b) the impact of Duolingo on learner motivation and engagement, and (c) practical implications for classroom integration. While the majority of evidence attests to measurable gains in receptive vocabulary knowledge, the findings must be interpreted with caution due to methodological limitations, including small sample sizes, short intervention periods, and construct underrepresentation. The motivational appeal of Duolingo's gamified interface emerges as a prominent theme, corroborated by self-report data. However, the limited research employing psychometrically robust motivational measures precludes definitive conclusions about the temporal stability and transferability of this motivational effect. Theoretically, the provision of individualised feedback aligns with interactionist theories, yet the restricted opportunities for the negotiation of meaning raise doubts about the depth of lexical engagement. Pedagogically, the reviewed studies advocate the careful integration of Duolingo as a supplementary tool within formal instructional contexts. However, optimal implementation strategies remain unspecified, necessitating further classroom-based research employing mixed-methods designs. Significant gaps are identified, including the lack of investigations into the differential impacts of Duolingo's features, vocabulary transfer to authentic communication, and the development of self-regulated learning strategies.

Self-regulated strategy development’s effectiveness: underlying cognitive and metacognitive mechanisms

Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD’s beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying cognitive and metacognitive mechanisms, and identify the factors that potentially moderate SRSD’s effectiveness, we compared fourth- and fifth-graders who either received regular writing instruction or underwent an SRSD intervention in a quasi-experimental setting. Students’ abilities to plan, write quality texts, and self-evaluate were measured. Factors that have been demonstrated to be related to writing abilities were assessed to study whether they might facilitate or hinder acquisition of strategies taught in the SRSD intervention. The results indicated that compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts and evaluated their texts’ quality more accurately, despite persistent overestimation. Mediation analyses indicated that progress in producing high-quality texts was explained by improvements in students’ planning skills, enabling them to write stories that were better-structured and contained more ideas. However, the results also indicated that some students under the SRSD condition struggled to implement the planning strategies they were taught, particularly students with poor working memory. Recommendations for optimizing the SRSD intervention’s effectiveness in developing all students’ writing skills are discussed.

Online Intervention to Prevent Summer Learning Loss For Struggling First Grade Writers

During summer vacation, lower-achieving students experience learning loss in writing. This study investigated online summer tutoring for first grade writers. The four participants were six months to two years below grade level on at least two of written expression, spelling, and handwriting fluency. A multiple probe design with five phases was used: (1) Baseline; (2) transcription intervention; (3) mid-assessment; (4) Self-Regulated Strategy Development intervention (SRSD); and (5) post-assessment. The transcription phase increased handwriting fluency, spelling in text, and spelling of frequently misspelled words, but not handwriting legibility. The SRSD intervention produced large gains in word count, holistic text quality, and Test of Early Written Language-3 Contextual Writing. Online tutoring can prevent summer learning loss and improve written expression.

Improving Argument-Based Explanation Writing in Inclusive High School Science Class for Students with and without Exceptionalities

ABSTRACT There have been many calls for the development of discipline-specific argument writing interventions to integrate science-specific and general literacy standards and goals. Yet, adolescents with and without exceptionalities struggle to meet existing writing demands. This explanatory sequential mixed methods design draws from the strengths of multiple baseline design and integrates rich qualitative data, from a student perspective, to better understand the elements that contribute to effective discipline-specific writing instruction. The study examined the effects of implementing Self-Regulated Strategy Development (SRSD) through a writing-to-learn sensemaking framework adapting the DEFEND strategy to improve students’ written argument-based explanations across inclusive science classrooms and focus learners with exceptionalities. A ninth-grade science teacher delivered science and writing instruction and collected quick writes before, during, and after SRSD implementation. Results indicated that students’ argument-based explanations improved in discipline-specific components (i.e. claim, evidence, reasoning, knowledge) and general components (i.e. organization and writing quality). Students discussed the challenges of using their developing knowledge to write argument-based explanations using the DEFEND strategy, with particular difficulties in expressing reasoning and an appropriate counterclaim. Issues of feasibility and usability are discussed.

Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills

Adapting Self-Regulated Strategy Development Model to Teach Deaf Learners English Writing Skills

Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms

Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for self-regulated strategy development (SRSD) argumentative writing instruction on teachers’ implementation of the instruction. Using a pre-test–post-test design, the study also examined the effects of the SRSD instruction on students’ argumentative writing from source texts. Five middle school teachers from three regions across the United States participated in the PBPD and implemented SRSD with 55 middle school students with high-incidence disabilities or below-proficient writing skills. Following PBPD, teachers implemented the SRSD argumentative writing instruction with high adherence to dosage, fidelity of implementation, and quality. Student writing was scored for argumentative genre elements, holistic quality, total words written, and transition words. Results demonstrate that students improved on all measures. In addition, students reported feeling confident in their argumentative writing abilities. Teachers and students reported high social validity for the intervention. The benefits found in this research study provide a strong foundation supporting the application of comprehensive online PBPD with follow-up coaching to support teacher implementation of SRSD.

L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

Mobile technologies have transformed L2 listening. These technologies provide learners with an abundance of materials that transcend the limitations of traditional classroom instruction. Understanding how learners engage with such materials is crucial if teachers are to facilitate students' development of self-regulated listening strategies. This study reports on the development and validation of a new instrument, the Mobile-assisted Self-Regulated Listening Strategy Questionnaire (MSRLS-Q). Informed by a social cognitive understanding of self-regulation, items were generated from existing literature and semi-structured interviews with 16 Chinese undergraduate students. The questionnaire was validated through an exploratory factor analysis with 309 Chinese undergraduate students, followed by a confirmatory factor analysis with a separate sample of 327 students. Results confirmed a 31-item, five-factor model covering students' pre-, during- and post-listening strategies: Goal setting and mobile resource planning, Cognitive and metacognitive multimedia listening, Mobile-assisted motivational control, Structuring online social space, and Listening evaluation and adaptation. Structural equation modelling revealed that four of the five factors significantly predicted students’ international orientation to use English. The results emphasize self-regulated listening as a cyclical process reflective of cognitive, motivational, and social dimensions of strategy use. Implications for research and pedagogical use of the MSRLS-Q are discussed.

Middle school educators’ experiences in a cross-institutional professional development model for enhancing writing instruction

PurposeThis paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.Design/methodology/approachThe case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.FindingsThrough a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.Originality/valueOur case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

“Breathe, Plan, Write, and Evaluate”: the effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation

IntroductionOver the years, extensive literature attested to the value of the Self-Regulation Strategy Development model (SRSD) for writing. Additionally, feedback has been recognized as essential to the teaching and learning of writing, and as supporting evidence-based instructional models for writing. However, little is known of the effects of combining evidence-based practice models, such as SRSD, with instructional feedback, as well as with a component of meditation. The present study aimed to study the effects of an SRSD intervention and to study the importance of instructional feedback within an SRSD intervention.MethodA total of 69 primary students (4th graders) participated in this study. The study was divided into two phases: in Phase 1, two classes participated in a SRSD intervention program (SRSD-1 group; N = 33), whereas two others received regular writing instruction (control group; N = 36); in Phase 2, the previous control group received the SRSD intervention with or without instructional feedback (SRSD-2 with feedback, N = 19, vs. SRSD-2 without feedback, N = 17, groups), while the SRSD received regular writing instruction (SRSD-1 group).ResultsThe effectiveness of the intervention was confirmed in both phases for the writing outcomes variables, but not for motivation. Overall, our study showed that the SRSD intervention with an additional meditation component was effective in improving students’ writing planning for all intervention participants. Additionally, writing quality and writing structure improved among those with lower scores at the pretest. Concerning motivation, we only found an effect on self-efficacy for ideation.DiscussionWe expect the current research to stimulate future examinations of the value of providing students with instructional feedback in writing interventions.

Öz Düzenlemeli Strateji Gelişimi Öğretim Modelinin Türkçe Öğretmeni Adaylarının Hikâye Edici Metinleri Özetleme Becerilerine Etkisi

Bu araştırmanın temel amacı, Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle Türkçe öğretmeni adaylarına verilen özetleme stratejileri öğretiminin, öğretmen adaylarının hikâye edici metinleri özetleme becerilerine etkisini incelemektir. Nicel bir araştırma olan çalışmada ön test-son test kontrol gruplu desenden yararlanılmıştır. Araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılı bahar döneminde Gazi Üniversitesi Gazi Eğitim Fakültesi Türkçe Eğitimi Ana Bilim Dalı üçüncü sınıfta öğrenim gören 48 öğretmen adayı oluşturmuştur. Araştırma; deney grubunda 24, kontrol grubunda 24 öğrenci olmak üzere toplam 48 katılımcıyla yürütülmüştür. Eğitim süreci boyunca deney grubunda yer alan öğretmen adaylarına Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle özetleme stratejileri öğretimi yapılırken kontrol grubundaki öğretmen adaylarına yönelik herhangi bir uygulama gerçekleştirilmemiştir. Uygulama 8 hafta, 16 ders sürmüştür. Deney ve kontrol grubunda yer alan öğretmen adaylarının özetleme stratejilerini kullanma becerilerini ölçen ön test ve son testler, dereceli puanlama anahtarı ile değerlendirilmiştir. Araştırmada elde edilen veriler Bağımsız Gruplar t-Testi, Mann-Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Araştırma sonucunda Öz Düzenlemeli Strateji Gelişimi öğretim modeliyle özetleme stratejileri öğretiminin, öğretmen adaylarının hikâye edici metinleri özetleme becerilerini geliştirdiği sonucuna ulaşılmıştır.

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Self-regulated strategy development (SRSD) is an evidence-based practice for writing that is effective in improving the writing performance of elementary students with learning disabilities and the broader student population. In this manuscript, we provide guidance for elementary instructional coaches in facilitating a schoolwide adoption of SRSD for writing instruction. We outline the steps for instructional coaches to conduct practice-based professional development and then discuss ways instructional coaches can support teachers and oversee schoolwide SRSD implementation. Finally, we present ways that instructional coaches can be a valuable resource for teachers in differentiating SRSD instruction to meet students’ needs and to track students’ growth. By fostering a schoolwide implementation, coaches can harness the power of additive knowledge, increase teacher knowledge of evidence-based pedagogical practices, and increase the writing skills of all students, including those with learning disabilities.

Self-regulated Strategy Development (SRSD) for Grade 9 English

Self-regulated Strategy Development (SRSD) for Grade 9 English

내러티브치료 기반 자기조절전략개발(SRSD-NT) 훈련이 쓰기부진아의 쓰기 역량과 자아존중감 및 주관적 안녕감에 미치는 영향

This study aims to verify the effects of narrative therapy-based Self-Regulation Strategy Development (SRSD-NT) training on the writing competence, self-esteem, and subjective well-being of writing-underachieved children. A total of 18 students (9 males and 9 females) in grades 5 and 6 at D Elementary School were selected as participants through a series of screening tests. Six children each were assigned to the experimental, comparison, and control groups through randomization, and the children in the experimental and comparison groups were given 10 sessions of training for 80 minutes once a week. The treatment was SRSD-NT training for the experimental group, standard SRSD training for the comparison group, and no treatment for the control group. To verify the effectiveness of the training, pre-post and delayed tests were conducted and repeated measures analysis of variance was performed. Results SRSD-NT training had a positive and sustained effect on improving writing-underachieved children’s writing skills, self-esteem, and subjective well-being. This study shows that SRSD-NT training is as effective as standard SRSD training in improving writing-underachieved children’s writing skills and is more effective than standard SRSD training in improving writing-underachieved children’s self-esteem and subjective well-being.

THE EFFECTS OF SRSD WITH MNEMONIC TRAP ON EFL UNIVERSITY STUDENTS’ READING COMPREHENSION SKILL

This paper examines the impact of a Self-Regulated Strategy Development using the mnemonic TRAP on the teaching of English reading comprehension skills. The primary goal of the research is to figure out whether: 1) SRSD with mnemonic TRAP is insightful in enhancing students' reading comprehension skills, and 2) the effects size of SRSD with mnemonic TRAP on students' reading comprehension skills. The research utilizes a quasi-experimental design using a pretest and posttest control group design. As of now, the research has been conducted on fifth semester college students in Sumenep, East Java, Indonesia. This research involves 70 students, with 35 assigned to the experimental group obtaining SRSD with the mnemonic TRAP and 35 assigned to the control group obtaining the RAP method - common strategy. There are significance differences in reading comprehension between students taught using SRSD with the mnemonic TRAP and those taught using the RAP strategy, confirming the results of a paired sample t-test. Students' reading comprehension improves significantly after utilizing the SRSD with the mnemonic TRAP, with an 80% contribution.

Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Determination for Youth in Juvenile Justice Facilities

Youth with and at risk for disabilities served in alternative education settings frequently struggle with the writing process, which impedes their ability to communicate ideas and opinions with others. Providing explicit teaching of a writing strategy is necessary for this population of youth. This study examined the effects of self-regulated strategy development (SRSD) with self-determination skills on self-advocacy-focused writing probes (e.g., persuasive) for adolescent female youth in a juvenile justice setting. Emphasis was placed on teaching youth how to use persuasive writing as a tool to self-advocate for things they want or need. The SRSD instructional approach was investigated using a multiple-probe-across-participants design to evaluate the effects. Visual analyses indicated a functional relation between SRSD with self-determination instruction and youth’s writing skills. All youth demonstrated an increase in organizational quality and self-advocacy in writing from baseline to independent practice. Limitations to the current study and future directions are discussed.

Speaking Up: Infusing Self-Determination Within Writing Instruction to Amplify the Voice of Students With EBD

Students with emotional and behavioral disorders (EBD) often struggle to apply self-determination skills. Teaching self-determination skills within the context of writing allows students to amplify their voice and communicate with others. This article describes how writing instruction and lessons on self-determination skills may be combined to improve the trajectory of students with EBD using the self-regulated strategy development (SRSD) instructional approach. Special considerations for implementing SRSD with self-determination for students in restrictive education settings are discussed.

The Effects of Self-Regulated Strategy Development (SRSD) Instruction on EFL Learners’ Autonomy and Writing Proficiency

This quasi-experimental study investigated the effects of self-regulated strategy development (SRSD) instruction on learners’ autonomy and writing proficiency in a university-level English program in Indonesia. Two intact classes of English students were involved in the study. They were in their second semester learning English Writing, a compulsory topic in their department. Within one semester, participants in the experiment group were trained with SRSD to improve their autonomous learning and writing proficiency. A comparison group learning the same topic without the SRSD training was also assigned. Data were gathered in two ways: a questionnaire for assessing learners’ autonomy and pretest and posttest writing tasks for assessing writing proficiency. Jamovi Software, an open-access statistical tool, was used to analyse the data. The results showed that the experiment groups' learning autonomy and writing proficiency improved significantly and outperformed the control group. The effect sizes of the analysis ranged from medium to large. The study’s results contribute to research and practice on EFL learners’ autonomy and writing development by strengthening claims regarding the relationship between SRSD instruction, autonomy, and writing proficiency.

Effects of SRSD With Social Skills Prompts on the Writing Skills and Problem Behaviors of Students With Emotional and Behavioral Disorders

Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students’ writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem behavior of students with EBD. In a multiple probe across participants design study, we taught three upper elementary students with EBD opinion writing using the SRSD instructional framework. Outcome measures included the number of genre elements in participants’ written products, the length (i.e., total words written) and quality of written products, and the level of problem behaviors during 20-min observational sessions. Generalization measure involved the use of video prompts to determine the effects of SRSD on students’ overall writing outcomes. Post-SRSD data showed clear increases in the number of genre elements and length of written products for all participants. Additional holistic scoring revealed moderate improvements in the overall quality of written products across participants. Results on students’ problem behavior reduction were inconclusive. Implications for practice and suggestions for future research are discussed.