AN EXPLORATION OF UNDERGRADUATES WRITING MOTIVATIONAL STRATEGIES

http://dx.doi.org/10.31703/gssr.2020(V-IV).08      10.31703/gssr.2020(V-IV).08      Published : Dec 4
Authored by : Samreen Zaheer , Wasima Shehzad

08 Pages : 67-75

References

  • Bai, R., Hu, G. W., & Gu, Y. (2014). The relationship between writing strategies and English proficiency in Singapore primary schools.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1 - 26.
  • Boscolo, P., & Hidi, S. (2007). The multiple meanings of motivation to write. In S. Hidi & P. Boscolo (Eds.), Writing and motivation (pp. 1-14). Oxford, U.K.: Elsevier.
  • Cavana, R., Delahaye, B., & Sekeran, U. (2001). Applied business research: Qualitative and quantitative methods. John Wiley & Sons.
  • Chamot, A. U., & El-Dinary, P. B. (1999). Children's learning strategies in language immersion classrooms. The Modern Language Journal, 83, 319e338
  • Chang, C. Y., Liu, S. C., & Lee, Y. N. (2007). A study of language learning strategies used by college EFL learners in Taiwan. Ming-Dao Journal of General Education, 2, 235-261.
  • Chang, M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer-Assisted Learning, 23, 187- 196.
  • Chen, Y. (2011). Study of the writing strategies used by Chinese non-English majors. Theory and Practice in Language Studies, 1, 245e251.
  • Chien, S. C. (2012). Students' use of writing strategies and their English writing achievements in Taiwan. Asia Pacific Journal of Education, 32, 93e112.
  • Covington, M. J. (2009). Self-worth theory: Retrospection and prospects. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 141-170). New York: Routledge.
  • Dembo, M. H., Junge, L. G., & Lynch, R. (2006). Becoming a self-regulated learner: Implications for the web- based education. Web-based learning: Theory, research, and practice, 185-202.
  • Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University), 4, 43-69.
  • Ghee, T. T., Ismail, H. N., & Kabilan, M. K. (2010). Language learning strategies used by MFL students based on genders and achievement groups. US-China Foreign Language, 8(1), 50-58.
  • Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Erlbaum
  • Harris, K. R., Graham, S., MacArthur, C. A., Reid, R., & Mason, L. (2011). SRL processes and children's writing. In B. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 187-202). New York, NY: Routledge
  • Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. Gregg & E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum
  • Hong-Nam, K., & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399-415. doi: 10.1016/j.system.2006.02.002.
  • Jarvela, S., Jarvenoja, H., Malmberg, J., Isohatala, J., & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 1-13. doi: 10.1016/j.learninstruc.2016.01.005.
  • Kavasoglu, M. (2009). Learning strategy use of pre-service teachers of English language at Mersin University. Procedia Social and Behavioral Sciences, 1(1), 993-997. doi: 10.1016/j.sbspro.2009.01.177
  • Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108-119. doi: 10.1111/j.1944-9720.2005. tb02458. x.
  • Kirmizi. (2014). Self-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students, The Anthropologist, 18:2, 447-460, DOI: 10.1080/09720073.2014.11891563.
  • Kormos, J., & Csizer, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299.
  • Li, K. (2009). A study on motivational regulation strategies of Chinese EFL college students. Modern Foreign Languages, 32(3), 305-313.
  • Li, L. Y., & Tsai, C. C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286-297. https://doi. org/10.1016/j.compedu.2017.07.007
  • Lust, G., Elen, J., & Clarebout, G. (2013). Students' tool-use within a web enhanced course: Explanatory mechanisms of students' tool-use pattern. Computers in Human Behavior, 29(5).
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
  • Nausheen, M. (2016). An Adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) for Postgraduate Students in Pakistan: Results of an Exploratory Factor Analysis. Bulletin of Education and Research, 38(1), 1-16.
  • Naz, S., & Majoka I. (2016). A Study of Students' Self-Efficacy and Academic Achievement in Mathematics at University Level. Journal of Arts and Social Sciences 3(1), 5- 25.
  • Neuman, W., L. (2003). Social Research Methods: Qualitative and Quantitative Approaches (5th ed.). Boston: Allyn and Bacon.
  • Niemi, H., Nevgi, A., & Virtanen, P. (2003). Towards self-regulation in web-based learning. Journal of Educational Media, 28, 49-71.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, Mass.: Newbury House.
  • Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26(3), 366-381.
  • Perry, N. E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Merrill.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667- 686.
  • Pintrich, P. R. (2000).
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • Radwan, A. A. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. The Asian EFL Journal, 13(1), 114-162. Retrieved from http://www.asian-efl-journal.com/PDF/March-2011-aar.pdf.
  • Roca de Larios, J., Manchon, R., Murphy, L., & Marin, J. (2008). The foreign language writer's strategic behavior in the allocation of time to writing processes. Journal of Second Language Writing, 17, 30-47. doi:10.1016/ j. jslw.2007.08.005.
  • Safdari, F., & Maftoon, P. (2016). EFL learners' deployment of motivational self-regulatory strategies and their academic achievement. Issues in Language Teaching, 5(1), 25-50.
  • Santangelo, T., Harris, K., & Graham, S. (2007). Self-regulated strategy development: A validated model to support students who struggle with writing. Learning Disability: A Contemporary Journal, 5(1), 1-20.
  • Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence? Learning and Individual Differences, 19(4), 621-627.
  • Smit, K., de Brabander, C. J., Boekaerts, M., & Martens, R. L. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research, 82, 124-134.
  • Teng, L. & Zhang. (2015). Fostering Strategic Learning: The Development and Validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ). DOI:10.1007/s40299-015- 0243-4.
  • Turner, J. C. (2006). Measuring Self-Regulation: A Focus on Activity. Educ Psychol Rev (2006) 8:293- 296 DOI: 10.1007/s10648-006-9022-3.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.
  • Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-34). Cambridge: Cambridge University Press.
  • Wolters, C. A. (1999). College students' motivational regulation during a brief study period. Journal of Staff, Program, and Organization Development, 16, 103 -111.
  • Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281-299.
  • Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students' use of strategies for the self-regulation of motivation. Journal of Experimental Education, 81(2), 199-221.
  • Wolters, C. A., Shirley, L. Y., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
  • Zhou, C., & Intaraprasert, C. (2015). Language learning strategies employed by Chinese English-major pre-service teachers in relation to gender and personality types. English Language Teaching, 8(1), 155-169. doi:10.5539/elt. v8n1p155.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press
  • Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49-64). New York: Taylor Francis
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student difference in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59
  • Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73- 101.
  • Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Mahwah, NJ: Erlbaum
  • Zimmerman, B. N., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.

References

  • Bai, R., Hu, G. W., & Gu, Y. (2014). The relationship between writing strategies and English proficiency in Singapore primary schools.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Cliffs, NJ: Prentice Hall.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1 - 26.
  • Boscolo, P., & Hidi, S. (2007). The multiple meanings of motivation to write. In S. Hidi & P. Boscolo (Eds.), Writing and motivation (pp. 1-14). Oxford, U.K.: Elsevier.
  • Cavana, R., Delahaye, B., & Sekeran, U. (2001). Applied business research: Qualitative and quantitative methods. John Wiley & Sons.
  • Chamot, A. U., & El-Dinary, P. B. (1999). Children's learning strategies in language immersion classrooms. The Modern Language Journal, 83, 319e338
  • Chang, C. Y., Liu, S. C., & Lee, Y. N. (2007). A study of language learning strategies used by college EFL learners in Taiwan. Ming-Dao Journal of General Education, 2, 235-261.
  • Chang, M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer-Assisted Learning, 23, 187- 196.
  • Chen, Y. (2011). Study of the writing strategies used by Chinese non-English majors. Theory and Practice in Language Studies, 1, 245e251.
  • Chien, S. C. (2012). Students' use of writing strategies and their English writing achievements in Taiwan. Asia Pacific Journal of Education, 32, 93e112.
  • Covington, M. J. (2009). Self-worth theory: Retrospection and prospects. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 141-170). New York: Routledge.
  • Dembo, M. H., Junge, L. G., & Lynch, R. (2006). Becoming a self-regulated learner: Implications for the web- based education. Web-based learning: Theory, research, and practice, 185-202.
  • Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University), 4, 43-69.
  • Ghee, T. T., Ismail, H. N., & Kabilan, M. K. (2010). Language learning strategies used by MFL students based on genders and achievement groups. US-China Foreign Language, 8(1), 50-58.
  • Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Erlbaum
  • Harris, K. R., Graham, S., MacArthur, C. A., Reid, R., & Mason, L. (2011). SRL processes and children's writing. In B. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 187-202). New York, NY: Routledge
  • Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. Gregg & E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum
  • Hong-Nam, K., & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399-415. doi: 10.1016/j.system.2006.02.002.
  • Jarvela, S., Jarvenoja, H., Malmberg, J., Isohatala, J., & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 1-13. doi: 10.1016/j.learninstruc.2016.01.005.
  • Kavasoglu, M. (2009). Learning strategy use of pre-service teachers of English language at Mersin University. Procedia Social and Behavioral Sciences, 1(1), 993-997. doi: 10.1016/j.sbspro.2009.01.177
  • Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108-119. doi: 10.1111/j.1944-9720.2005. tb02458. x.
  • Kirmizi. (2014). Self-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students, The Anthropologist, 18:2, 447-460, DOI: 10.1080/09720073.2014.11891563.
  • Kormos, J., & Csizer, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299.
  • Li, K. (2009). A study on motivational regulation strategies of Chinese EFL college students. Modern Foreign Languages, 32(3), 305-313.
  • Li, L. Y., & Tsai, C. C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286-297. https://doi. org/10.1016/j.compedu.2017.07.007
  • Lust, G., Elen, J., & Clarebout, G. (2013). Students' tool-use within a web enhanced course: Explanatory mechanisms of students' tool-use pattern. Computers in Human Behavior, 29(5).
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
  • Nausheen, M. (2016). An Adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) for Postgraduate Students in Pakistan: Results of an Exploratory Factor Analysis. Bulletin of Education and Research, 38(1), 1-16.
  • Naz, S., & Majoka I. (2016). A Study of Students' Self-Efficacy and Academic Achievement in Mathematics at University Level. Journal of Arts and Social Sciences 3(1), 5- 25.
  • Neuman, W., L. (2003). Social Research Methods: Qualitative and Quantitative Approaches (5th ed.). Boston: Allyn and Bacon.
  • Niemi, H., Nevgi, A., & Virtanen, P. (2003). Towards self-regulation in web-based learning. Journal of Educational Media, 28, 49-71.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, Mass.: Newbury House.
  • Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26(3), 366-381.
  • Perry, N. E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-729.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Merrill.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667- 686.
  • Pintrich, P. R. (2000).
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • Radwan, A. A. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. The Asian EFL Journal, 13(1), 114-162. Retrieved from http://www.asian-efl-journal.com/PDF/March-2011-aar.pdf.
  • Roca de Larios, J., Manchon, R., Murphy, L., & Marin, J. (2008). The foreign language writer's strategic behavior in the allocation of time to writing processes. Journal of Second Language Writing, 17, 30-47. doi:10.1016/ j. jslw.2007.08.005.
  • Safdari, F., & Maftoon, P. (2016). EFL learners' deployment of motivational self-regulatory strategies and their academic achievement. Issues in Language Teaching, 5(1), 25-50.
  • Santangelo, T., Harris, K., & Graham, S. (2007). Self-regulated strategy development: A validated model to support students who struggle with writing. Learning Disability: A Contemporary Journal, 5(1), 1-20.
  • Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence? Learning and Individual Differences, 19(4), 621-627.
  • Smit, K., de Brabander, C. J., Boekaerts, M., & Martens, R. L. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research, 82, 124-134.
  • Teng, L. & Zhang. (2015). Fostering Strategic Learning: The Development and Validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ). DOI:10.1007/s40299-015- 0243-4.
  • Turner, J. C. (2006). Measuring Self-Regulation: A Focus on Activity. Educ Psychol Rev (2006) 8:293- 296 DOI: 10.1007/s10648-006-9022-3.
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.
  • Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-34). Cambridge: Cambridge University Press.
  • Wolters, C. A. (1999). College students' motivational regulation during a brief study period. Journal of Staff, Program, and Organization Development, 16, 103 -111.
  • Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281-299.
  • Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students' use of strategies for the self-regulation of motivation. Journal of Experimental Education, 81(2), 199-221.
  • Wolters, C. A., Shirley, L. Y., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
  • Zhou, C., & Intaraprasert, C. (2015). Language learning strategies employed by Chinese English-major pre-service teachers in relation to gender and personality types. English Language Teaching, 8(1), 155-169. doi:10.5539/elt. v8n1p155.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press
  • Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49-64). New York: Taylor Francis
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student difference in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59
  • Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73- 101.
  • Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Mahwah, NJ: Erlbaum
  • Zimmerman, B. N., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.

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APA

CHICAGO

    CHICAGO : Zaheer, Samreen, and Wasima Shehzad. 2020. "An Exploration of Undergraduates Writing Motivational Strategies." Global Social Sciences Review, V (IV): 67-75 doi: 10.31703/gssr.2020(V-IV).08

HARVARD

    HARVARD : ZAHEER, S. & SHEHZAD, W. 2020. An Exploration of Undergraduates Writing Motivational Strategies. Global Social Sciences Review, V, 67-75.

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    MHRA : Zaheer, Samreen, and Wasima Shehzad. 2020. "An Exploration of Undergraduates Writing Motivational Strategies." Global Social Sciences Review, V: 67-75

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    MLA : Zaheer, Samreen, and Wasima Shehzad. "An Exploration of Undergraduates Writing Motivational Strategies." Global Social Sciences Review, V.IV (2020): 67-75 Print.

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    OXFORD : Zaheer, Samreen and Shehzad, Wasima (2020), "An Exploration of Undergraduates Writing Motivational Strategies", Global Social Sciences Review, V (IV), 67-75

TURABIAN

    TURABIAN : Zaheer, Samreen, and Wasima Shehzad. "An Exploration of Undergraduates Writing Motivational Strategies." Global Social Sciences Review V, no. IV (2020): 67-75. https://doi.org/10.31703/gssr.2020(V-IV).08