Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants...

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Bibliographic Details
Published in:Language teaching research : LTR Vol. 25; no. 3; pp. 378 - 399
Main Authors: Bai, Barry, Guo, Wenjuan
Format: Journal Article
Language:English
Published: London, England SAGE Publications 01.05.2021
Sage Publications Ltd
Subjects:
Competence
Correlation
Elementary education
Elementary School Students
Elementary schools
English (Second Language)
English as a second language learning
Feedback (Response)
Foreign Countries
Grade 4
High Achievement
High achievers
Individual differences
Individualized Instruction
Learning
Learning Strategies
Low Achievement
Low achievers
Motivation
Schools
Second Language Learning
Second language writing
Self Efficacy
Self Management
Self regulation
Strategies
Structural equation modeling
Student Attitudes
Student Interests
Student Motivation
Student teacher relationship
Students
Teachers
Teaching
Writing
Writing Achievement
Writing Skills
Hong Kong
Hong Kong China
China
primary school students
self-regulated learning strategies
motivation
English writing
individual differences
ISSN:1362-1688, 1477-0954
Online Access:Get full text
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Summary:This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.
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ISSN:1362-1688
1477-0954
DOI:10.1177/1362168819859921