Self-Regulation and Approaches to Learning in English Composition Writing.

Abstract

It is hypothesized in the present study that when learners are tasked to write a composition in a second language (such as English language for Filipinos), they use specific approaches to learning and eventually undergo self-regulatory processes. The present study tested a model showing the shift from process to outcome in writing (Zimmerman & Kitsantas, 1999) by assessing the path from approaches to learning to self-regulation (using path analysis) as used in composition writing in English. The Academic Self-Regulated Learning Scale (A-SRL-S) and the Revised-Learning Process Questionnaire (R-LPQ-2F) were administered to 294 college students major in English, communication arts, literature, mass communications, and journalism from different universities in Manila, Philippines. The results showed that: (1) Deep approach significantly correlated with the factors of self-regulation except for environmental structuring and seeking assistance while surface approach did not, (2) deep approach and surface approach was also significantly correlated, and (3) deep approach significantly increased the variance in all self-regulation components while surface approach only increased the variance in memory strategy. Further theoretical implications of the path model were explained.

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