Developmental Trajectories in L2 Writing Strategy Use: A Self‐Regulation Perspective

Miyuki Sasaki · Atsushi Mizumoto · Akira Murakami

62 citations0/0 files storedModern Language Journal

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods Second Language Acquisition and Learning

Abstract

Abstract This study adopts Oxford's (2017) definition of language learning strategies (LLS) framed by self‐regulation theory and explores the longitudinal development in the use of three second language (L2) writing strategies (global planning, local planning, L1‐to‐L2 translation) by Japanese university students as it interacts with cognitive, affective, and environmental variables. The study is innovative in its use of a comprehensive, theoretically supported definition of LLSs, a long observation period, and its use of an explanatory sequential mixed methods design. Mixed effects modeling, which provides the main statistical analysis, enabled us to simultaneously investigate the participants’ strategy use at both group and individual level while relating these findings to the participants’ emic data from a self‐regulation perspective. The results reveal that (a) developmental trajectories in LLS use were differentially affected by other cognitive and environmental factors at both group and individual level, (b) the self‐regulation perspective was useful in explaining the systematicity and individuality observed in the developing use of the three strategies, and (c) students’ motivation related to study abroad experiences may be a key factor in understanding such trajectories.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 62 citations exist upstream.

References

1988Qualitative Data Analysis: A Methods Sourcebook 2003Research design: qualitative, quantitative, and mixed methods approaches 1991Language Learning Strategies: What Every Teacher Should Know 1990Learning Strategies in Second Language Acquisition 2014Strategies in Learning and Using a Second Language 1975What the "Good Language Learner" Can Teach Us 1997On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research 2014Understanding Second Language Acquisition

Cited by

2023Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies 2024Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance 2021A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies 2019Language Learning Strategies: Insights from the Past and Directions for the Future 2022Examining the effects of self-regulated learning-based teacher feedback on English-as-a-foreign-language learners’ self-regulated writing strategies and writing performance

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.