Earticle

초록

영어

This study investigates how Korean high school students with different levels of English writing are able to utilize their own self-regulated learning strategies and a sense of self-efficacy in writing classrooms. A total of 128 students took part in this study and they were classified into high-, intermediate-, and low-proficiency groups. Four instruments were used in the study: a background questionnaire, a English writing test, the Writing Strategies for Self-Regulation Learning Questionnaire (WSSRLQ,) and the Second Language Writer Self-Efficacy Scale (L2WSS). When looking at the results from the WSSRLQ, the results show that the high-level writers significantly used text processing and goal-oriented monitoring and evaluating more often than those in the intermediate- and low-level groups; the high-level group also used idea planning, interest enhancement, and emotional control significantly more often than the low-level group. In regards to the L2WSS, the high-level learners demonstrated greater linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. In addition, there were positive correlations among self-regulation, self-efficacy, and English writing competence. Based on the results, suggestions are given for teachers, so they can better help their students improve writing skills.

목차

I. Introduction
II. Literature Review
2.1. Self-reaulated Writing Strategies in L2 Learning
2.2. Writing SeIf-Efficacy in L2 Learning
III. Methods
3.1. Participants
3.2. Instruments
3.3 Data Collection Procedure and Analysis
IV. Results and Discussion
4.1. Self-regulated Writing Strategies by L2 Writing Competence
4.2. Writing Self-Efficacy by Writinq Competence
V. Conclusion
Works Cited
Abstract

키워드

저자

• Cho, Young Ah [ 조영아 | Gwangju University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810