چکیده:
Writing is a demanding, complicated, and fundamental skill which is highly noticeable in the process of learning a foreign language. Thus, it is so important to teach English as a foreign language (EFL) learners how to write effectively in English through effective strategies and instructions and prompt their reflective thinking during EFL learning. This study investigated the effectiveness of using self-regulated strategy development (SRSD) instruction in improving Iranian EFL learners' descriptive writing and reflective thinking skills and compared the effectiveness of such instruction with nonstrategic-based (i.e., traditional) instruction. To these ends, 30 Iranian advanced EFL learners were selected to participate in the two (experimental and control) groups. To collect data, two descriptive essays and a reflective thinking questionnaire were used as the pretest and posttest. The analysis of covariance on the descriptive essay and reflective thinking scores in the control and experimental groups showed that both SRSD and non-SRSD instructions had a positive impact on the EFL participants' descriptive writing skill but, the participants in the SRSD group achieved better outcomes in their descriptive writing; the SRSD instruction was effective in improving the completeness, length, and overall quality of the EFL learners' descriptive writing performance. Also, SRSD instruction improved the learners' reflective thinking more than the non-SRSD instruction by making them metacognitively aware of their cognitive processes and monitoring, analyzing, and evaluating their descriptive writing performance. The findings draw attention to the importance of using SRSD as a possible way for moving EFL learners away from traditional instructions to process-oriented strategies in writing courses.
خلاصه ماشینی:
<H1>Effects of Self-Regulatory Strategy Development on EFL Learners’ Descriptive Writing and Reflective Thinking</H1> Sima Samanian Department of English, Isfahan (Khorasgan) Branch Islamic Azad University, Isfahan, Iran Email: Sima.
This study investigated the effectiveness of using self-regulated strategy development (SRSD) instruction in improving Iranian EFL learners' descriptive writing and reflective thinking skills and compared the effectiveness of such instruction with nonstrategic-based (i.
The analysis of covariance on the descriptive essay and reflective thinking scores in the control and experimental groups showed that both SRSD and non-SRSD instructions had a positive impact on the EFL participants' descriptive writing skill but, the participants in the SRSD group achieved better outcomes in their descriptive writing; the SRSD instruction was effective in improving the completeness, length, and overall quality of the EFL learners' descriptive writing performance.
Self-regulation strategy development (SRSD), as one of the writing strategy-based models or intervention programs, is designed to teach strategies for completing writing academic tasks to L2 learners (Harris &amp; Graham, 2006).
The present study was intended to use SRSD instructional approach to improve EFL learners' reflective thinking and descriptive writing skills.
Thus, this study sought to see whether strategy-based instruction was an effective classroom-based practice in improving descriptive writing skill and whether SRSD could increase EFL learners' reflective thinking.
SRSD is now designed to help students master the higher level cognitive processes involved in composing, develop autonomous, reflective, self-regulated use of effective writing strategies, increase knowledge about the characteristics of good writing, and form positive attitudes about writing and their capabilities as writers (Harris &amp; Graham, 2005).