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

Badali, Saeide

ISBN 10: 3389174451 / ISBN 13: 9783389174456

Published by Grin Verlag, 2026

About this Item

Seller Inventory # I-9783389174456

Bibliographic Details

• Title: The Effect of Training Self-Regulation Strategies on the Writing Skill of Intermediate EFL Learners in online classes
• Publisher: Grin Verlag
• Publication Date: 2026
• Language: English
• ISBN 10: 3389174451
• ISBN 13: 9783389174456
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Thesis (M.A.) from the year 2023 in the subject English Language and Literature Studies - Linguistics, grade: A, Urmia University (Urmia University, West Azerbaijan, Iran), course: Teaching English, language: English, abstract: Socio-cultural theorists consider self-regulation (SR) a vital personal characteristic that can guide individuals in reaching their personal and more importantly their learning goals, specifically when learning languages is involved. This necessitates empowering learners as far as their SR skill is involved. Thus, training SR strategies, among other measures, seems to be a very important mission in language learning process. The aim of the current study was, therefore, to expound the effect of training SR skills (observation, emulation, self-control, and self-regulation) upon the writing skill through applying a package adopted from Zimmerman's Model (2013). The model encompassed 12 self-regulated learning strategies (self-evaluation, organizing and transforming, goal-setting and planning, seeking information, keeping records and monitoring, environmental structuring, self-consequences, rehearsing and memorizing, seeking social assistance and reviewing records) that focused on the writing skill of 57 intermediate Iranian EFL learners in an online platform. In the course of a semi-experimental study, the SR profile as well as performance in writing tasks of participants divided into two groups, namely control (n=30) and experimental (n=27), were measured through a five-point Likert scale questionnaire as well as writing tasks, both pre to treatment for homogeneity purposes and post to treatment for comparison purposes, respectively. Results of a set of non-parametric Mann Whitney U tests showed that training SR strategies did not significantly affect the writing skill of intermediate EFL learners in the context of the current study. Given the limitations embedded in online platforms including technological shortcomings, online learning and edu