The effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance

Abstract

Researchers in the field of second-language (L2) writing have recommended the integration of self-regulated learning (SRL) interventions into standard L2 writing instruction. This quasi-experimental study explores the effects of two SRL interventions – reflective journals only, and reflective journals plus writing portfolios – on L2 writers’ self-regulated strategy use, motivational beliefs, and writing performance. The data were collected twice among 105 freshmen enrolled in an English-writing course in China. Each participant was randomly assigned to one of three conditions: a control group (n = 35), a journal group (n = 35), and a portfolio with journal group (n = 35). Wilcoxon signed-rank tests and Kruskal-Wallis tests were used to examine changes in the measured variables within and across groups. After the intervention, the participants of both experimental conditions exhibited significantly better self-regulated writing-strategy use, motivational beliefs, and writing performance than the control group did. Of the two interventions, however, the one that included writing portfolios was more effective at promoting these measured constructs, and was superior not only at helping learners monitor their learning, but also at encouraging them to take responsibility for the whole learning process cognitively, metacognitively, motivationally, and behaviorally. As well as shedding light on the specific effects of these SRL interventions, this study delineates the nuanced differences between them. Pedagogical recommendations about how best to utilize these interventions are also provided.