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- 저자 : 진소려 (검색결과 1 건)
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중국 고등학교 영어 학습자들의 자기효능감 및 자기조절 학습전략과 영어 쓰기 유창성과의 관계
진소려 전북대학교 일반대학원 2023 국내박사
The two constructs of self-efficacy and self-regulated learning (SRL) have been extensively discussed from the social cognitive perspective as researchers investigated the individual differences of learning process. However, researchers rarely addressed the interplay between writing self-efficacy, writing SRL, and writing proficiency within the context of English as a Foreign Language (EFL). This study aimed to investigate the relationship between writing self-efficacy, writing SRL strategies, and writing proficiency of Chinese high school EFL students. A total of 223 participants completed a 52-itemquestionnaire on writing self-efficacy, writing SRL strategies, and writing proficiency. The items surveyed the respondents' ideation, organization, grammar and spelling, uses of English writing, and management of writing distractions, seeking assistance strategies, persistence strategies, review of records strategies, seeking opportunity strategies, self-monitoring strategies, self-consequences strategies, self-evaluation strategies, organization and transformation strategies, goal setting and planning strategies. Two instruments were used to measure subjects’ writing self-efficacy and writing SRL strategies. The subjects also wrote essays, which were scored by 2 raters. The data were examined using descriptive and inferential statistics. Specifically, confirmatory factor analysis was conducted using AMOS 24.0 program to verify the construct validity of writing self-efficacy and that of writing SRL strategies. The results showed that the writing efficacy model with five sub-dimensions had a good model fit. In addition, the writing SRL strategies with nine sub-dimensions had a good model fit. The t-test for gender showed that female students, compared to male students, were slightly higher in the sub-dimensions of writing self-efficacy and writing SRL strategies. Based on the findings of the present study, some pedagogical implications were suggested regarding the need for enhancing students' creative ideation ability and encouraging uses of English and the necessity for teachers’ setting appropriate goals for teaching English writing.
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