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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| Veröffentlicht in: | Teaching English in the two-year college Jg. 51; H. 3; S. 215 - 240 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Urbana
National Council of Teachers of English (NCTE)
01.03.2024
National Council of Teachers of English |
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| ISSN: | 0098-6291, 1943-2356 |
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| Abstract | 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. |
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| AbstractList | 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. 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. Th e 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. |
| Audience | Academic |
| Author | Nefferdorf, Eric MacArthur, Charles A. |
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| Title | Effects of Self-Regulated Strategy Instruction in an Accelerated Developmental English Course: A Quasi-experimental Study |
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