Effects of Adapted Self-Regulated Strategy Development for Second Language Adolescents

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2023-01-23 DOI:10.1080/02702711.2023.2169798

R. Fields, Amy M. Elleman, Eric L. Oslund, Laura Clark, Collin Olson

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引用次数: 0

Abstract

Abstract Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Learners (ELs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD). Although this strategy has been researched, it has yet to be studied with EL high school students. However, the most effective method for providing feedback is not clear. This study sought to investigate the effectiveness of SRSD with vocabulary enhancement compared to business as usual comparison group on quality and accuracy measures for EL adolescents. This study used an experimental, randomized control design using both researcher created and standardized measures. Results indicated that students in the treatment group significantly improved over the business as usual control group on all quality measures. A small effect (g = 0.35) for accuracy (i.e., grammar, punctuation, sentence level errors) was found for proximal measures of grammar, punctuation, and reduction of sentence level errors using a researcher created measure. A moderator analysis also indicated there was a statistically significant interaction between the treatment grouping variable and receptive vocabulary on accuracy.

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适应自我调节策略发展对二语青少年的影响

摘要写作是一项技能，由于最近标准的变化，它对研究人员和课堂教师来说都变得越来越重要。目前，许多高中英语学习者正在努力掌握这一优先技能。自我调节策略发展（SRSD）已被证明对青少年作家有效。尽管这一策略已经被研究过，但它还没有在EL高中学生中进行研究。然而，提供反馈的最有效方法尚不清楚。本研究旨在调查在EL青少年的质量和准确性测量方面，与照常营业的对照组相比，SRSD与词汇增强的有效性。这项研究采用了实验性随机对照设计，采用了研究人员创建的和标准化的测量方法。结果表明，治疗组的学生在所有质量指标上都比正常对照组有显著改善。一个小的影响（g = 0.35）的准确性（即语法、标点符号、句子级错误）。调节因子分析还表明，在准确性方面，治疗分组变量和接受性词汇之间存在统计学上显著的相互作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.