Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
Dados Bibliográficos
| ID | 7155461 |
|---|---|
| Autores | Bin Shen (0000-0001-6233-7328, Fuzhou University), Lu Wang (0000-0002-9250-3988), Wang Lu (0000-0003-1425-192X, Tokyo Keizai University, autor correspondente) |
| Ano | 2025 |
| Volume | 63 |
| Fascículo | 3 |
| Páginas | 2069-2099 |
| Data de publicação | 2025-09-25 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Identificadores do periódico | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Editora | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2023-0192 |
| OpenAlex | W4391914358 |
| Idioma | EN |
| Citações recebidas | 10 |
| Referências citadas | 47 |
Drawing on a proposed theoretical framework that integrates a social cognitive perspective of self-regulation and a process genre approach to L2 writing, this research describes the development and validation process of a new instrument, Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS). QSRLWS was validated with satisfactory psychometric qualities. Nine hundred eighty Chinese university EFL learners participated in the study ( N = 960 after data screening). The study first described the questionnaire development process and adopted exploratory factor analysis to validate the factorial structure with half of the sample ( n = 480). It further confirmed the structure with confirmatory factor analysis with another half of the sample ( n = 480). Model comparisons confirmed a four-factor second-order structure in which QSRLWS comprised 12 SRL writing strategy types into four dimensions of strategy groups, i.e., metacognitive, cognitive, social, and motivational/affective regulation. Predictive validity of these strategies on students’ English writing performance was also reported. Theoretical and pedagogical implications are discussed
Cognition · Cognitive strategy · Confirmatory factor analysis · Developmental psychology · Exploratory factor analysis · Mathematics education · Metacognition · Perspective (graphical) · Psychometrics · Sample (material) · Self-regulated learning · Structural equation modeling · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Writing and Handwriting Education
From following to forging paths
The effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance
Understanding Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning
Subjective task values and perceived cost as moderators of the effectiveness of strategy-based L2 writing instruction
The Role of Motivation and Anxiety in Writing Strategy Use
Measuring self-regulation in student-GenAI collaborative revision of second language writing
Automated feedback complements online dialogic peer feedback
Incorporating online writing resources into self‐regulated learning strategy‐based instruction
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention
Explorations into EFL learners’ self-regulated writing strategy use in writing for scholarly publications
Second Language Writing
Learning Strategies in Second Language Acquisition
Questionnaires in Second Language Research
Fluency in Writing
Improving Measurements of Self-Regulated Learning
The Role of Self-Regulation and Transcription Skills in Writing and Writing Development
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Effects of motivational regulation strategies on writing performance
Best Practices in Structural Equation Modeling
A Cognitive Process Theory of Writing
From Cognitive Modeling to Self-Regulation
Becoming a Self-Regulated Writer
Attaining Self-Regulation
A New Approach to Assessing Strategic Learning
Empowering learners in the second/foreign language classroom
Chinese university students’ self-regulated writing strategy use and EFL writing performance
The effects of peer assessment on learner autonomy
Hong Kong primary students’ self-regulated writing strategy use
A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School
The effects of strategy-based writing instruction in Singapore primary schools
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
An analysis of writing knowledge in EFL composing
Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols
Validating a writing strategy questionnaire
Validating the Instruments to Measure ESL / EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies
Predictive Effects of Writing Strategies for Self‐Regulated Learning on Secondary School Learners’ EFL Writing Proficiency
The Effectiveness of Second Language Strategy Instruction
| Obras citantes distintas | 10 |
|---|---|
| Citações por ano | 5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 8 |