The Effect of Training Self-Regulation Strategies on the Writing Skill of Intermediate EFL Learners in online classes

Table of Contents

• ACKNOWLEDGEMENTS
• ABSTRACT
• LIST OF TABLES
• LIST OF FIGURES
• LIST OF ABBREVIATIONS
• CHAPTER I: INTRODUCTION
  • 1.1 Background.
  • 1.2 Statement of the Problem
  • 1.3 Significance of the Study.
  • 1.4 Research Questions and Hypotheses
  • 1.5 Definition of Key Terms
  • 1.6 Organization of the Thesis.
• CHAPTER II: REVIEW OF THE RELATED LITERATURE
  • 2.1 Introduction
  • 2.2 Theoretical Foundations
    • 2.2.1 Self-regulation
    • 2.2.2 Features of Self-Regulated Learning...
    • 2.2.3 History and the Development of the Models
      • 2.2.3.1 Boekaerts's SRL Model
      • 2.2.3.2 Winne and Hadwin's SRL Model.
      • 2.2.3.3 Pintritch's SRL Model.
      • 2.2.3.4 Efklides's Model of SRL.
      • 2.2.3.5 Hadwin et al.'s Model.
      • 2.2.3.6 Zimmerman's Model of SRL.
      • 2.2.3.7 Multi-Level SR Training Model by Zimmerman.
  • 2.3 Theory of Cognitive Process for Writing.
  • 2.4 SR and Writing Skill
  • 2.5 Practical Foundations
  • 2.6 Gaps
• CHAPTER III: METHOD
  • 3.1 Introduction
  • 3.2 Design of the Study
  • 3.3 Participants
  • 3.4 Instruments
    • 3.4.1 A Five-Point Likert Scale Self-Regulation Questionnaire..
    • 3..4.2 Writing Phase.
    • 3.4.3 Treatment Phase.
  • 3.5 Procedure
  • 3.6 Data Analysis.
• CHAPTER IV: RESULTS AND DISCUSSION
  • 4.1 Introduction
  • 4.2 Findings
    • 4.2.1 Pre-Treatment Phase: Descriptive Statistics for the Groups at Pre-Treatment Phase...
    • 4.2.2 Post-Treatment Phase: Descriptive Statistics for Both Groups at Post-Treatment Phase
    • 4.2.3 Gain Scores.
  • 4.3 Discussion...
  • 4.4 Chapter Summary
• CHAPTER V: CONCLUSIONS AND IMPLICATIONS
  • 5.1 Introduction
  • 5.2 Summary of the Main Findings..
  • 5.3 Implications of the Study.
  • 5.4 Limitations
  • 5.5 Suggestions for Further Researches
  • 5.6 Conclusion
• REFERENCES
• APPENDIX...
  • Appendix: A five-point Likert Scale Self-Regulation Questionnaire.
  • Abstract in Farsi

Objective & Thematic Focuses

This thesis investigates the effect of training self-regulation (SR) strategies, specifically those aligned with Zimmerman's Model (2013), on the writing skill of intermediate English as a Foreign Language (EFL) learners in online classes. The primary research question guiding this study is: Does training self-regulation have any significant effect on intermediate EFL learners' writing skill?

• Training of Self-Regulation (SR) strategies.
• Impact on the writing proficiency of intermediate EFL learners.
• Application within online learning environments.
• Utilization of Zimmerman's Model (2013) framework.
• Semi-experimental research design with pre- and post-treatment phases.
• Identification of challenges and limitations of SR training in online contexts, particularly in Iran.

Excerpt from the Book

Summary of Chapters

Chapter I: Introduction: This chapter introduces the concept of self-regulation (SR) as a critical cognitive skill in language learning, defines it, and outlines the study's background, problem statement, significance, research questions, hypotheses, and key terms.

Chapter II: Review of the Related Literature: This chapter provides a comprehensive review of theoretical foundations and various models of self-regulation (SR) and self-regulated learning (SRL), discusses the cognitive process theory for writing, and identifies research gaps.

Chapter III: Method: This chapter describes the semi-experimental design of the study, details the participants (intermediate EFL learners), the instruments used for data collection (SR questionnaire and writing tasks), the treatment procedure based on Zimmerman's Model, and the statistical methods applied for data analysis.

Chapter IV: Results and Discussion: This chapter presents and interprets the descriptive and inferential statistical findings from the pre- and post-treatment phases, revealing that SR training did not significantly impact EFL learners' writing skill in online classes and discusses these outcomes in relation to previous studies.

Chapter V: Conclusions and Implications: This final chapter summarizes the main findings, discusses pedagogical implications, acknowledges the study's limitations (e.g., short training duration, technological issues), and offers suggestions for future research, emphasizing the need to address online learning shortcomings.

Keywords

Self-Regulation, Training Self-Regulation, Online Instruction, Zimmerman's Model, EFL Learners, Writing Skill, Self-Regulated Learning, Online Classes, Language Learning, Cognitive Strategies, Educational Psychology, Research Methodology, Covid-19 Impact, Iran Context

Frequently Asked Questions

What is the main topic of this work?

This work fundamentally investigates the impact of training self-regulation (SR) strategies on the writing skills of intermediate English as a Foreign Language (EFL) learners within online learning environments.

What are the central thematic areas covered?

The central thematic areas include self-regulation and self-regulated learning theories, specific SR training strategies from Zimmerman's Model, the development of writing skills in EFL, and the challenges and opportunities of online education, especially in contexts like Iran.

What is the primary objective or research question?

The primary objective is to determine whether training self-regulation strategies has a significant effect on the writing skill of intermediate EFL learners. The core research question is: "Does training self-regulation have any significant effect on intermediate EFL learners' writing skill?"

Which scientific method is employed in this study?

The study employs a semi-experimental quantitative design, involving a pre-test, a treatment phase (SR training), and a post-test, with participants divided into experimental and control groups, followed by statistical analysis (t-test and Mann Whitney U test).

What is discussed in the main body of the thesis?

The main body of the thesis provides a comprehensive review of related literature on self-regulation models, describes the methodology used, presents the findings of the statistical analysis regarding the effect of SR training on writing skills, and discusses these results in detail.

What keywords characterize this work?

Key words characterizing this work include: Self-Regulation, Training Self-Regulation, Online Instruction, Zimmerman's Model, EFL Learners, Writing Skill, Self-Regulated Learning, Online Classes, Language Learning, Cognitive Strategies, Educational Psychology, Research Methodology, Covid-19 Impact, Iran Context.

Why did the study find no significant effect of SR training in online classes, despite positive findings in traditional settings?

The study suggests that online classes might create a feeling of isolation, coupled with technological problems like slow internet and disconnections, lack of digital literacy among trainers and trainees, and a potentially insufficient training duration, which collectively hindered the effectiveness of SR strategies compared to face-to-face environments.

What specific limitations affected the study's findings regarding SR training in online EFL contexts?

Limitations included the short duration of the SR training (4 sessions over two weeks), significant internet connection and online technology issues in Iran, the adaptation and shortening of the Self-Regulation Questionnaire, and the exclusive focus on online classes without a comparison to in-person settings.

How does Zimmerman's Model contribute to the training of self-regulation strategies in this research?

Zimmerman's Model (2013), encompassing four main phases (observation, emulation, self-control, and self-regulation), served as the theoretical framework for the development and implementation of the specific SRL strategies taught during the treatment package, guiding how learners were intended to develop their self-regulatory abilities.

What are the key recommendations for improving SR training in online learning environments, especially given the identified shortcomings?

The study recommends overcoming technological limitations (e.g., stable broadband, reliable platforms), lengthening the training duration, considering students' grade level and motivational levels, and ensuring instructors are well-trained in delivering SR strategies effectively in online contexts.