THE INTERACTION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND EFL TEENAGER LEARNERS’ POSTCARD WRITING AT ENGLISH CENTER IN MEKONG DELTA, VIETNAM

Autori

  • Nguyen Le Tuyet Kha MA, Can Tho University, Can Tho, Vietnam
  • Phuong Hoang Yen Asoc. Prof. Dr., Can Tho University, Can Tho, Vietnam

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https://doi.org/10.46827/ejel.v7i5.4449

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teenager learners##common.commaListSeparator## self-regulated learning (SRL) strategies##common.commaListSeparator## level of postcard writing

Abstrakt

The current study aims at investigating the possible interaction of EFL teenage learners’ postcard writing performance (according to A2 level) and their self-regulated learning strategies at an English center. The research also helps to determine the level of interaction between EFL teenagers’ self-regulated learning (SRL) strategies and their postcard writing performance. Thus, it also examined the frequency of use of SRL strategies in writing among those learners. A total of 74 learners completed 32 items in the self-regulated learning strategies questionnaire including six dimensions of three categories namely environmental processes, behavioral processes, and personal processes. Then, three successful writers and three less successful writers were invited into the semi-structured interview. The findings indicated that SRL strategies had a positive impact on EFL teenage learners' postcard writing. The more SRL strategies used in writing, the higher the learners' score. Among these strategies, environmental factors may have a stronger influence than behavioral or personal factors. Specifically, environmental structuring and help-seeking strategies are most frequently used. The findings also showed that EFL teenage learners use SRL strategies to a moderate degree when given writing tasks. Besides, the results of the interview reveal that successful learners self-regulated better than less successful ones. They also self-evaluated their writing more frequently than those who are less successful. Based on the findings of this study, pedagogical implications and recommendations for further study are presented.

 

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##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Nguyen Le Tuyet Kha is an English teacher at Vietnamese American School, Can Tho, Vietnam. She is currently an MA student at Can Tho University, Can Tho, Vietnam. Her research interests include English teaching skills and self-regulated learning strategies.

  • ##submission.authorWithAffiliation##

    Phuong Hoang Yen is an Associate Professor in Education, at the School of Foreign Languages, Can Tho University, Can Tho, Vietnam. Her research focuses on English language education, learner autonomy, and student employability.

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Publikované

2022-09-13

Číslo

Diel 7 Číslo 5 (2022)

Sekcia

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