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Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners

  • Bin Shen

    Bin Shen is an associate professor at the School of Foreign Languages, Fuzhou University and Director of Center for Foreign Language Education and Teaching, Fuzhou University. She got her BA in English Language and Culture (Dalian University of Foreign Languages, China), MA in Teaching English to Speakers of Other Languages (TESOL) (Teachers College, Columbia University, U.S.A) and PhD in English Education (Chinese University of Hong Kong, Hong Kong, China). Her research interests include second language writing, writing motivation, academic emotions and self-regulation. Her articles have appeared in Language Teaching Research, System, Applied Linguistics Review, Frontiers in Psychology, Journal of Multilingual and Multicultural Development, Journal of Education for Teaching and Studies in Educational Evaluation.

     ORCID logo     and Lu Wang

    Lu Wang is a lecturer in the Center for General Education at Tokyo Keizai University. She did her Ph.D. in the Department of Curriculum and Instruction of the Faculty of Education at the Chinese University of Hong Kong. Her research interests include classroom writing assessment, learner engagement, and teacher assessment beliefs and practices. Her articles have appeared in Assessing Writing, RELC Journal, and Studies in Educational Evaluation.

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Published/Copyright: February 19, 2024
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 63 Issue 3

Abstract

Drawing on a proposed theoretical framework that integrates a social cognitive perspective of self-regulation and a process genre approach to L2 writing, this research describes the development and validation process of a new instrument, Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS). QSRLWS was validated with satisfactory psychometric qualities. Nine hundred eighty Chinese university EFL learners participated in the study (N = 960 after data screening). The study first described the questionnaire development process and adopted exploratory factor analysis to validate the factorial structure with half of the sample (n = 480). It further confirmed the structure with confirmatory factor analysis with another half of the sample (n = 480). Model comparisons confirmed a four-factor second-order structure in which QSRLWS comprised 12 SRL writing strategy types into four dimensions of strategy groups, i.e., metacognitive, cognitive, social, and motivational/affective regulation. Predictive validity of these strategies on students’ English writing performance was also reported. Theoretical and pedagogical implications are discussed.

Keywords: self-regulated learning (SRL); EFL writing strategies; questionnaire development and validation; Chinese university students; English writing performance
Corresponding author: Lu Wang, Center for General Education, Tokyo Keizai University, Tokyo, Japan, E-mail:

Funding source: 2019 Fujian Provincial Education Sciences “Thirteenth Five-Year Plan” Key Project Fund

Award Identifier / Grant number: FJJKCGZ19-349

Funding source: Fuzhou University Scientific Research Project Fund

Award Identifier / Grant number: XRC202203

About the authors

Bin Shen

Bin Shen is an associate professor at the School of Foreign Languages, Fuzhou University and Director of Center for Foreign Language Education and Teaching, Fuzhou University. She got her BA in English Language and Culture (Dalian University of Foreign Languages, China), MA in Teaching English to Speakers of Other Languages (TESOL) (Teachers College, Columbia University, U.S.A) and PhD in English Education (Chinese University of Hong Kong, Hong Kong, China). Her research interests include second language writing, writing motivation, academic emotions and self-regulation. Her articles have appeared in Language Teaching Research, System, Applied Linguistics Review, Frontiers in Psychology, Journal of Multilingual and Multicultural Development, Journal of Education for Teaching and Studies in Educational Evaluation.

Lu Wang

Lu Wang is a lecturer in the Center for General Education at Tokyo Keizai University. She did her Ph.D. in the Department of Curriculum and Instruction of the Faculty of Education at the Chinese University of Hong Kong. Her research interests include classroom writing assessment, learner engagement, and teacher assessment beliefs and practices. Her articles have appeared in Assessing Writing, RELC Journal, and Studies in Educational Evaluation.

  1. Research funding: This work was funded by 2019 Fujian Provincial Education Sciences “Thirteenth Five-Year Plan” Key Project Fund (Award no. FJJKCGZ19-349) and Fuzhou University Scientific Research Project Fund (Award no. XRC202203).

  2. Competing interests: None.

Appendix 1: Promax rotated factor pattern of EFL self-regulated writing strategies items

Items Factor
1 2 3 4 5 6 7 8 9 10 11 12
SI1 0.729
SI2 0.795
SI3 0.725
SI4
SI5 0.765
PL1
PL2
PL3 0.721
PL4 0.757
PL5 0.745
PL6
ME1 0.761
ME2 0.750
ME3 0.747
ME4
ME5
ME6
RE1 0.721
RE2 0.745
RE3 0.804
RE4 0.765
RE5 0.455
RE6 0.539
TG1
TG2 0.709
TG3 0.770
TG4 0.755
TG5 0.766
RES1 0.732
RES2 0.730
RES3 0.807
HS1 0.699
HS2 0.766
HS3 0.714
PeerL1 0.760
PeerL2 0.724
PeerL3 0.728
AF1 0.554 0.477
AF2 0.758
AF3 0.751
AF4 0.677
IE1
IE2 0.756
IE3 0.742
IE4 0.734
MST1
MST2
MST3
MST4 0.726
MST5 0.779
MST6 0.718
MST7 0.718
EC1 0.691
EC2 0.669
EC3 0.700
SC1 0.737
SC2 0.772
SC3 0.731
SC4 0.788

Appendix 2: Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS)

Please mark the corresponding number after each statement according to the scale provided below:

1 = Never do 2 = Seldom do 3 = Sometimes do 4 = Often do 5 = Always do

Self-initiation

  1. I try to find out how to write good English essays.

  2. I write English essays at home to improve writing.

  3. I study good English essays in order to write well.

  4. I ask others about how they think about my writing and why.

Planning

  1. When planning, I think about what ideas to put down.

  2. When planning, I think about what words, phrases, and sentences to use.

  3. When planning, I think about how to organize ideas.

Monitoring and evaluation

  1. I read my essay aloud to look for mistakes.

  2. When writing, I pay attention to spelling and grammar.

  3. After writing, I check whether my essay meets teacher’s requirements.

Revising

  1. I change content when checking my essay.

  2. I change spelling or punctuation when checking my essay.

  3. I change words or phrases when checking my essay.

  4. I change grammar when checking my essay.

Text-generating

  1. During writing, I read other people’s writings for language to use in my essay.

  2. During writing, I read other people’s writings for ideas to write down in my essay.

  3. During writing, I recall ideas read elsewhere for use in my essay.

  4. During writing, I recall language from sources for use in my essay.

Resourcing

  1. I make use of dictionary to deal with lexical difficulties during writing.

  2. I make use of grammar books, textbooks or writing guides when having difficulty in writing.

  3. I make use of Internet resources when having difficulty in generating ideas.

Social assistance or collaboration

  1. I ask teacher for help when having difficulty in writing.

  2. I ask classmates for help when having difficulty in writing.

  3. I go to writing tutors/writing centers/writing workshops for help when having difficulty in writing.

  4. I brainstorm with my peers to help me write.

  5. I discuss with my peers to have more ideas to write with.

  6. I work with my peers to complete a writing task.

Acting on feedback

  1. I try to improve my English writing based on teacher feedback.

  2. I try to remember or write down other people’s suggestions for future use.

  3. I think carefully about other people’s suggestions for my compositions.

Interest Enhancement (IE)

  1. I choose interesting topics to practice writing.

  2. I connect the writing task with my real life to intrigue me.

  3. I try to connect the writing task with my personal interest.

Emotional Control (EC)

  1. I tell myself not to worry when taking a writing test or answering questions in writing courses.

  2. I tell myself to keep on writing when I want to give up.

  3. I find ways to regulate my mood when I meet difficulty in writing。

Motivational Self-Talk (MST)

  1. I tell myself to practice writing to get good grades.

  2. I tell myself that I need to keep studying to improve my writing competence.

  3. I persuade myself to work hard in writing courses to improve my writing skills and knowledge.

  4. I persuade myself to keep on learning in writing courses to find out how much I can learn.

Self-consequence (SC)

  1. I reward myself when my writing performance is satisfactory.

  2. I gain motivation to write when my writing performance is praised.

  3. I analyze the causes when I do not do well in a writing task.

  4. I punish myself when my writing performance is not satisfactory.

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Received: 2023-08-16
Accepted: 2024-01-31
Published Online: 2024-02-19
Published in Print: 2025-09-25

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Editorial
  3. Young L2 learners in diverse instructional contexts
  4. Research Articles
  5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
  6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
  7. Exploring self-regulated learning behaviours of young second language learners during group work
  8. Developmental trajectories of discourse features by age and learning environment
  9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
  10. Exploring teacher-student interaction in task and non-task sequences
  11. Children learning Mongolian as an additional language through the implementation of a task-based approach
  12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
  13. Regular Articles
  14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
  15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
  16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
  17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
  18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
  19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
  20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
  21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
https://doi.org/10.1515/iral-2023-0192
Keywords for this article
self-regulated learning (SRL); EFL writing strategies; questionnaire development and validation; Chinese university students; English writing performance

Articles in the same Issue

  1. Frontmatter
  2. Editorial
  3. Young L2 learners in diverse instructional contexts
  4. Research Articles
  5. Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
  6. Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
  7. Exploring self-regulated learning behaviours of young second language learners during group work
  8. Developmental trajectories of discourse features by age and learning environment
  9. Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
  10. Exploring teacher-student interaction in task and non-task sequences
  11. Children learning Mongolian as an additional language through the implementation of a task-based approach
  12. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
  13. Regular Articles
  14. Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
  15. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
  16. Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
  17. Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
  18. Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
  19. General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
  20. Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
  21. Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
  22. Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
  23. The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
  24. An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
  25. “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
  26. Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
  27. Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
  28. A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
  29. Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
  30. The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
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