Effects of Self-Regulated Strategy Instruction in an Accelerated Developmental English Course: A Quasi-experimental Study

This study examines the effects of a curriculum based on self-regulated strategy instruction in an accelerated developmental education (DE) English course in a community college. Faculty at the college had established a four-week, two-credit compressed course that enabled students to enroll in an el...

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Vydáno v:Teaching English in the two-year college Ročník 51; číslo 3; s. 215 - 240
Hlavní autoři: Nefferdorf, Eric, MacArthur, Charles A.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Urbana National Council of Teachers of English (NCTE) 01.03.2024
National Council of Teachers of English
Témata:
Analysis
Basic Writing
Business students
Cognition & reasoning
College faculty
College students
Community colleges
Core curriculum
Curricula
Curriculum Design
Curriculum development
Developmental Studies Programs
Education
English language
Goal setting
Higher education
Learning
MacArthur, Charles
Mathematics Skills
Metacognition
Methods
Outcomes of Education
Qualitative research
Quasi-experimental methods
Reading
Reading strategies
Research design
Self control
Self regulation
Self-efficacy
Skills
Strategies
Student retention
Study and teaching
Success
Teachers
Teaching
Teaching methods
Writing
Writing instruction
United Kingdom
ISSN:0098-6291, 1943-2356
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Shrnutí:This study examines the effects of a curriculum based on self-regulated strategy instruction in an accelerated developmental education (DE) English course in a community college. Faculty at the college had established a four-week, two-credit compressed course that enabled students to enroll in an eleven-week first-year composition (FYC) course in the same semester, reducing remediation from fifteen weeks to just four weeks. The course focused on writing argumentative essays using sources. The study used a quasi-experimental design with five instructors and sixty-six students to compare the experimental curriculum to a business-as-usual control condition. In the experimental curriculum, students learned strategies for writing using sources, including strategies for critical reading and for planning and revising. In addition to writing and reading strategies, students also learned metacognitive, self-regulation strategies, such as goal setting, task management, and reflection. The study found a large positive effect (ES = .96) of the treatment on quality of an argument essay written using sources. However, no significant effects were found on a summary outline, self-efficacy, or completion of the subsequent FYC course. The study demonstrates the value of strategy instruction in DE English courses; it is the first experimental study of strategy instruction in an accelerated DE course. Further research is needed to evaluate the effects of strategy instruction in corequisite courses and in FYC.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0098-6291
1943-2356
DOI:10.58680/tetyc2024513215