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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| Published in: | Teaching English in the two-year college Vol. 51; no. 3; pp. 215 - 240 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
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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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| Cites_doi | 10.3102/00028312028002337 10.1177/0731948715583115 10.1037/edu0000011 10.3102/01623737211070836 10.1006/ceps.1997.0919 10.1037/edu0000082 10.1080/02702710802411547 10.58680/tetyc202130585 10.58680/tetyc202332508 10.1177/0091552113484057 10.1080/00461520.2017.1322968 10.1007/978-3-031-36472-3_18 10.1037/edu0000805 10.2307/1510216 10.1037/edu0000705 10.1016/j.cedpsych.2011.06.001 10.1177/0091552114551752 10.1177/0091552113516488 10.1086/681947 10.3102/00028312043002295 10.1037/0022-0663.93.1.141 10.3102/0091732X18821114 10.37514/JBW-J.2009.28.2.04 10.1177/0091552113484580 10.1007/s11145-008-9142-x 10.3102/00028312021001121 10.1016/j.econedurev.2009.09.002 |
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| References | (B15) 2011 Crisp (B11) 2014; 42 Harris (B19) 2006; 43 Richter (B44) 2017; 52 MacArthur (B34) 2015; 107 Chen (B9) 2016 Meyer (B37) 2001; 93 Pajares (B39) 2006 Brooks (B8) 2010 Adams (B3) 2020 Hayes (B21) 1980 Reynolds (B43) 2009; 30 Hayes (B20) 1996 MacArthur (B31) 2023 (B2) 2018 Harris (B18) 2009 MacArthur (B28) 2009; 22 Englert (B14) 1987; 10 Edgecombe (B12) 2011 Lewis (B24) 2011; 36 Adams (B4) 2009; 28 Englert (B13) 1991; 28 MacArthur (B32) 2023; 115 Nazzal (B38) 2020; 47 Perin (B40) 2013; 41 MacArthur (B35) 2022; 114 MacArthur (B29) 2013; 41 MacArthur (B33) 2016; 39 Abraham (B1) 2018 Bailey (B6) 2010; 29 Meyer (B36) 1984; 21 (B5) 2014 Graham (B17) 2015; 115 Rutschow (B45) 2019 Choseed (B10) 2023; 50 MacArthur (B25) 2016 Perin (B41) 2019; 43 MacArthur (B26) 2023 Hebert (B22) 2016; 108 Ran (B42) 2022; 44 Bereiter (B7) 1987 MacArthur (B30) 2021 Zimmerman (B46) 1997; 22 MacArthur (B27) 2011 Graham (B16) 2016 Jaggars (B23) 2015; 43 |
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| SubjectTerms | 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 |
| Title | Effects of Self-Regulated Strategy Instruction in an Accelerated Developmental English Course: A Quasi-experimental Study |
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