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A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
Lin Sophie Teng1; Rui Eric Yuan2; Peijian Paul Sun3
2020-02
Source PublicationSystem
ISSN0346-251X
Volume88Pages:1-12
Abstract

This empirical study used a mixed-methods approach to examining the relationship of writing proficiency levels and motivational regulation strategies in English as a foreign language (EFL) contexts. Data were collected from a total of 389 Chinese undergraduates through a writing task and a self-report questionnaire. Among the participants, 30 students from high writing-proficiency (n ¼ 15) and low writing proficiency (n ¼ 15) groups were invited to complete follow-up semi-structured interviews. Quantitative data of this study revealed that the high writing-proficiency students reported using more mastery and performance self-talk, interest enhancement, and emotional control than the low writing-proficiency students. Likewise, the semi-structured interviews indicated that the high writing-proficiency group demonstrated more maturity and flexibility in deploying some motivational regulation strategies (e.g., interest enhancement and mastery self-talk) while the low writing-proficiency group reported limited understanding and use of these strategies. In addition, knowledge about learning strategies, writing instruction, learning motivation, and academic self-efficacy were major factors affecting the use of motivational regulation strategies between the two proficiency groups.

KeywordSelf-regulated Learning Motivational Regulation Strategies English As a Foreign Language Writing Proficiency
DOI10.1016/j.system.2019.102182
Language英語English
WOS Research AreaEducation & Educational Research ; Linguistics
WOS SubjectEducation & Educational Research ; Linguistics
WOS IDWOS:000512978900008
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Cited Times [WOS]:4   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorPeijian Paul Sun
Affiliation1.Faculty of Western Languages, Heilongjiang University, Harbin, 150000, China
2.Department of English Language Education, Education University of Hong Kong, China
3.Department of Linguistics, Zhejiang University, Hangzhou, 310058, China
Recommended Citation
GB/T 7714
Lin Sophie Teng,Rui Eric Yuan,Peijian Paul Sun. A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts[J]. System,2020,88:1-12.
APA Lin Sophie Teng,Rui Eric Yuan,&Peijian Paul Sun.(2020).A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts.System,88,1-12.
MLA Lin Sophie Teng,et al."A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts".System 88(2020):1-12.
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