Technology-enhanced self-regulation training: A dynamic training model to facilitate second language Vietnamese learners’ self-regulated writing skills

Abstract

In this mixed-methods study, we investigated the impact of technology-enhanced self-regulation training on the academic writing performance of second language Vietnamese students. Data were gathered from 78 undergraduates attending an academic writing course at a Vietnamese state university. The experimental group underwent 15-week training in technology-enhanced, self-regulated writing processes, while the control group received conventional academic writing instruction with the same duration. Both groups participated in pre- and post-training writing assessments; focus group discussions with selected participants from the experimental group were held to gauge their perception of the technology-enhanced, self-regulated writing training. The quantitative results indicate that the experimental group surpassed the control group in overall writing test scores, sub-component scores (including content, organization, vocabulary, and grammar), and the three facets of lexical richness (i.e., lexical density, sophistication, and diversity). The interview findings suggest that the training improved factors vital for self-regulated writing, including writing confidence, motivation, the use of individualized writing strategies, and technology autonomy. This study demonstrates that second language students can successfully engage with technology-enhanced self-regulation training to improve their self-regulation of academic writing in English. These findings offer valuable insights for second language educators concerning the incorporation of technology-enhanced self-regulation training in their writing instruction.