Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model

Effective revision necessitates substantial self-regulation in managing the underlying sub-processes and in drawing on relevant knowledge and strategies. Unskilled writers, especially when they have to write in a second/foreign language (L2/FL), might find revision difficult to execute. This study l...

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Published in:	Metacognition and learning Vol. 17; no. 1; pp. 191 - 211
Main Authors:	Chen, Jing, Zhang, Lawrence Jun, Parr, Judy M.
Format:	Journal Article
Language:	English
Published:	New York Springer US 01.04.2022 Springer Springer Nature B.V
Subjects:	Ability College students Criteria Education English (Second Language) English as a second language English as a second language instruction English language English Language Learners Foreign languages Groups Instructional Effectiveness Learning and Instruction Quasi-experimental methods Quasiexperimental Design Research design Revision (Written Composition) Revisions Scores Second language writing Self concept Self control Self Management Self regulation Student Development Student writing Teaching Teaching and Teacher Education Test scores Undergraduate Students Writing Writing Improvement Writing instruction Writing Skills Writing tests Self-Regulated Strategy Development (SRSD) Writing evaluation criteria Revision strategies instruction Text revision EFL writing Writing quality
ISSN:	1556-1623, 1556-1631
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Abstract	Effective revision necessitates substantial self-regulation in managing the underlying sub-processes and in drawing on relevant knowledge and strategies. Unskilled writers, especially when they have to write in a second/foreign language (L2/FL), might find revision difficult to execute. This study leveraged on the Self-Regulated Strategy Development (SRSD) revision instruction that targeted the knowledge about evaluation criteria for writing to help students to learn effective revision. It employed a quasi-experimental design, involving three intact classes of undergraduate students as participants ( N = 102). They were assigned into three instructional conditions: SRSD revision instruction using genre-specific criteria, SRSD revision instruction using generic criteria, and regular instruction without SRSD. The instructional effects on students’ text revisions and written text quality were examined. Analyses of the revisions identified in participants’ pre- and posttest written texts suggested that both SRSD groups made more text-improving, meaning-changing re-visions and more revisions involving larger segments of texts compared to the comparison group. The analyses of writing test scores indicated that, in general, both SRSD conditions were more effective in helping participants to improve text quality than the comparison condition. The treatment groups produced more reader-oriented writing and made greater gains in the scores for content than the comparison group. Overall, this research provides initial evidence for the effectiveness of SRSD in facilitating the development of students’ abilities to revise and in improving their writing quality in an English-as-a-foreign-language (EFL) context.
AbstractList	Effective revision necessitates substantial self-regulation in managing the underlying sub-processes and in drawing on relevant knowledge and strategies. Unskilled writers, especially when they have to write in a second/foreign language (L2/FL), might find revision difficult to execute. This study leveraged on the Self-Regulated Strategy Development (SRSD) revision instruction that targeted the knowledge about evaluation criteria for writing to help students to learn effective revision. It employed a quasi-experimental design, involving three intact classes of undergraduate students as participants (N = 102). They were assigned into three instructional conditions: SRSD revision instruction using genre-specific criteria, SRSD revision instruction using generic criteria, and regular instruction without SRSD. The instructional effects on students’ text revisions and written text quality were examined. Analyses of the revisions identified in participants’ pre- and posttest written texts suggested that both SRSD groups made more text-improving, meaning-changing re-visions and more revisions involving larger segments of texts compared to the comparison group. The analyses of writing test scores indicated that, in general, both SRSD conditions were more effective in helping participants to improve text quality than the comparison condition. The treatment groups produced more reader-oriented writing and made greater gains in the scores for content than the comparison group. Overall, this research provides initial evidence for the effectiveness of SRSD in facilitating the development of students’ abilities to revise and in improving their writing quality in an English-as-a-foreign-language (EFL) context. Effective revision necessitates substantial self-regulation in managing the underlying sub-processes and in drawing on relevant knowledge and strategies. Unskilled writers, especially when they have to write in a second/foreign language (L2/FL), might find revision difficult to execute. This study leveraged on the Self-Regulated Strategy Development (SRSD) revision instruction that targeted the knowledge about evaluation criteria for writing to help students to learn effective revision. It employed a quasi-experimental design, involving three intact classes of undergraduate students as participants ( N = 102). They were assigned into three instructional conditions: SRSD revision instruction using genre-specific criteria, SRSD revision instruction using generic criteria, and regular instruction without SRSD. The instructional effects on students’ text revisions and written text quality were examined. Analyses of the revisions identified in participants’ pre- and posttest written texts suggested that both SRSD groups made more text-improving, meaning-changing re-visions and more revisions involving larger segments of texts compared to the comparison group. The analyses of writing test scores indicated that, in general, both SRSD conditions were more effective in helping participants to improve text quality than the comparison condition. The treatment groups produced more reader-oriented writing and made greater gains in the scores for content than the comparison group. Overall, this research provides initial evidence for the effectiveness of SRSD in facilitating the development of students’ abilities to revise and in improving their writing quality in an English-as-a-foreign-language (EFL) context.
Audience	Higher Education Postsecondary Education
Author	Zhang, Lawrence Jun Chen, Jing Parr, Judy M.
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Keywords	Self-Regulated Strategy Development (SRSD) Writing evaluation criteria Revision strategies instruction Text revision EFL writing Writing quality
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SubjectTerms	Ability College students Criteria Education English (Second Language) English as a second language English as a second language instruction English language English Language Learners Foreign languages Groups Instructional Effectiveness Learning and Instruction Quasi-experimental methods Quasiexperimental Design Research design Revision (Written Composition) Revisions Scores Second language writing Self concept Self control Self Management Self regulation Student Development Student writing Teaching Teaching and Teacher Education Test scores Undergraduate Students Writing Writing Improvement Writing instruction Writing Skills Writing tests
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Title	Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model
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