S2RMCA ‒ An Effective Model for Learning Self-regulated L2 Writing

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Mrs Manashi Gogoi Dutta, Dr Uthaivan Danvivath


This research has been conducted to investigate the effects of instructionally induced cognitive involvement load for improving L2 writing skills through facilitating use of self-regulated and metacognitive learning strategies by learners. Low use of self-regulated learning strategies can cause lower use of metacognitive learning strategies resulting in low proficiency. Therefore, a reverse process of developing self-regulated and metacognitive learning strategy use has been modelled to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities (S2RMCA). The S2RMCA model focuses on promoting self-regulated learning management. For measuring and facilitating learning strategy use, a strategy inventory named SILL2W and a set of self-monitoring and self-assessing rubric have also been developed. Participants of this study are 26 Thai undergraduate students. Questionnaire, pre-post test scores, checklist, and interviews were used for collecting data. Findings have reflected that the S2RMCA has been a practically usable tool for self-regulated learning of L2 writing. Findings have also shown satisfactory improvements in writing skills of the participants as the results of instructionally induced cognitive involvement load. However, accuracy in self-reporting and brief teaching duration to train learners about learning strategies have remained as limitations of this study.


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