چکیده:
This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer. To achieve the objectives, 50 intermediate Iranian EFL learners participated in this study. The design was experimental which used a proficiency, pretest-posttest and random sampling. The analyses of writing tests in the control and experimental groups revealed that SRS instruction had a positive impact on the participants’ writing ability. The effect of SRS instruction was significant on the participants’ writing accuracy and cohesion. The findings draw language instructors’ attention to the meta-cognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy in writing.
خلاصه ماشینی:
"2. 23 Abstract This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners.
Keywords: accuracy, cohesion, strategy instruction, self-regulated strategy, writing Introduction Writing is one powerful form of communication; it develops critical thinking and facilitates learning (Zimmerman & Reisemberg, 1997, as cited in Santangelo, Harris, & Graham, 2008).
According to Graham and Harris (2005), SRSD approach has six main stages: develop prior knowledge with learners about the writing genre and about good strategies; discuss learners’ current strategies and abilities; model effective writing strategies and composing process; help learners memorize strategies and self-instructions; support what learners have learned through collaboration and revision, and establish independent performance.
While many studies have explored various aspects of teachers ‘perception about teaching writing’ (Muncie, 2000), no one has considered the effect of self-regulated strategy teaching on Iranian writing performance in terms of accuracy and cohesion.
Twenty-two learners participated and received direct instruction with two important self-regulatory strategies of: PLAN (Pay attention to the prompt, List main ideas, Add supporting ideas, and Number your ideas) + WRITE (Work from your plan to develop your text, Remember your goals, Include transition words for each paragraph, Try to use different kinds of sentences, and Exciting, interesting, 1000,000 words) strategy.
05) we conclude that there is a significant difference between result of accuracy for two groups and H0 indicating that "self-regulated strategy instruction does not significantly affect Iranian EFL learners’ accuracy in writing.
The purpose of this research was to investigate the effect of self-regulatory strategies instruction on Iranian EFL learners’ writing accuracy and cohesion."