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Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence by Barry Bai; Jing Wang is a Arts and Humanities article available to read on EtoBox.

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Self-regulated reading-to-write (R2W) can be portrayed as learners’ proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = .62) in Hong Kong. They completed the self-regulated R2W questionnaire along with motivational variables and a writing competence test. The motivational variables (i.e. self-efficacy and perceived task values) were positively related to self-regulated R2W strategy use. Important differences in self-regulated R2W strategy use among the high, average, and low achievers were identified. Results indicated that self-

Who reads Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence?

Author

Barry Bai; Jing Wang

Publisher

SAGE Publications

Published

2020

Language

EN

Field

Arts and Humanities (Social Sciences)