Tian Lili, Liu Qisheng, Zhang Xingxing
School of Foreign Languages, Renmin University of China, Beijing, China.
Handan Vocational College of Science and Technology, Handan, China.
Front Psychol. 2022 Apr 19;13:873170. doi: 10.3389/fpsyg.2022.873170. eCollection 2022.
Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language (L2) writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language (EFL) learners' use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires (one per feedback source). In addition, four learners followed a think-aloud protocol while revising and responding to a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use.
关于在第二语言（L2）写作过程的一个精细聚焦领域中如何使用自我调节写作策略的复杂情况的研究仍然匮乏。本研究采用混合方法，以探究中国大学英语学习者在外语（EFL）在线写作环境中，基于自动反馈、同伴反馈和教师反馈进行修订时对自我调节写作策略的使用情况。三十六名中国大学学习者填写了三份问卷（每个反馈源一份）。此外，四名学习者在修订并回应一次激发性回忆访谈时遵循了有声思维协议，以提供更多数据。结果显示，学习者采用了一系列自我调节写作策略来实现他们的反馈修订目标。与同伴反馈和教师反馈相比，学习者在基于自动反馈进行修订时使用了更多的认知策略，而在基于教师反馈进行修订时使用了更多的动机策略。有声思维数据和激发性回忆访谈与定量研究结果一致。文本分析表明，反馈类型和数量与自我调节写作策略的使用相关。
