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English Majors' Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation

机译：英语专业学生自我写作控制策略在学术写作中的运用及其与二语学习动机的关系

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摘要

Apart from L2 motivation, self-regulation is also increasingly seen as a key variable in L2 learning in many foreign language learning contexts because classroom-centered instructive language teaching might not be able to provide sufficient input for students. Therefore, taking responsibility and regulating the learning processes and positive motivational dispositions are needed for successful achievement. The aim of this article is first to describe English majors' self-regulatory control strategy use by creating students' profiles concerning these variables. The second aim of the study is to investigate the relationship of control strategy use, motivational dispositions, and anxiety/self-efficacy beliefs in a context where academic writing is being taught. To achieve these aims, a standardized paper and pencil questionnaire was designed to collect data on students' control strategies and their dispositions toward L2 motivation as well as their writing anxiety and self-efficacy beliefs. Our sample consisted of 222 first-year English majors at a large Hungarian university located in Budapest. Based on descriptive, correlational, and cluster analytical procedures, our main results indicate that despite the fact that English majors are motivated to enhance their abilities in professional writing, only a third of them seem to possess the ability and willingness to control their writing processes despite the fact that self-regulatory strategy use is linked to an increased level of motivation and self-efficacy and to a decreased level of writing anxiety.
机译：除了第二语言的动机，在许多外语学习环境中，自我调节也越来越被视为第二语言学习中的关键变量，因为以课堂为中心的教学语言教学可能无法为学生提供足够的输入。因此，成功实现成就需要承担责任并调节学习过程和积极的动机倾向。本文的目的是首先通过创建有关这些变量的学生资料来描述英语专业学生的自我调节控制策略的使用。该研究的第二个目的是研究在教授学术写作的情况下控制策略使用，动机倾向和焦虑/自我效能感信念之间的关系。为了实现这些目标，设计了标准化的纸笔调查表，以收集有关学生的控制策略及其对L2动机的态度以及他们的写作焦虑和自我效能感信念的数据。我们的样本由位于布达佩斯的一所大型匈牙利大学的222名英语专业一年级学生组成。根据描述性，相关性和聚类分析程序，我们的主要结果表明，尽管英语专业的学生有动力提高他们的专业写作能力，但尽管有英语专业的学生，​​他们中只有三分之一似乎拥有控制写作过程的能力和意愿。自我调节策略的使用与动机和自我效能的提高以及写作焦虑的降低有关。

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  • 来源
    《Applied linguistics》 |2017年第3期|386-404|共19页
  • 作者

    Csizer Kata; Tanko Gyula;

  • 作者单位

    Eotvos Lorand Univ, Dept English Appl Linguist, Budapest, Hungary;

    Eotvos Lorand Univ, Dept English Appl Linguist, Budapest, Hungary;

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