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Article published In: Qualitative Research on Language Learning Strategies and Self-Regulation
Edited by Nathan Thomas, Jason Schneider and Sihan Zhou
[AILA Review 37:2] 2024
► pp. 188–214

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Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing instruction

A self-regulated learning perspective

 | Zhejiang UniversityHangzhou
 | Zhejiang UniversityHangzhou
ORCiD logo with link | University of AucklandAuckland
Published online: 18 November 2024
DOI logo with link
https://doi.org/10.1075/aila.24026.ten
Abstract
Strategic behavior for self-regulated learning (SRL) is crucial for academic success in L2 writing. Yet little is known about how learners’ motivation-related factors develop as their strategic behavior progresses during classroom instruction in L2 writing contexts. Informed by SRL theory, this longitudinal case study adopted multiple assessment approaches to explicating the development trajectories of two Chinese L2 writers’ motivational factors relating to expectancy, value, and goal orientation (i.e., self-efficacy, task value, and goal orientations) and strategic behavior in the classroom ecology of self-regulation strategies-based instruction. Participants were one high-proficiency writer and one low-proficiency writer who were enrolled in the self-regulation strategies-based writing course. They voluntarily participated in this study and completed semi-structured interviews and reflective journals at the beginning (T1), the middle (T2), and the end of the instruction (T3). Field notes were used to complement the primary data sources. The qualitative analyses revealed both students’ limited understanding of SRL strategies at the initial stage. Their strategic behavior progressed with the social and metacognitive scaffolding at T2, but only the high-proficiency writer sustained active engagement at T3. With different goal orientations and linguistic self-efficacy at the initial stage, both students reported noticeable increases in their intrinsic goal orientation, task value, and self-efficacy in classroom performance at T2 and T3. Their motivational states were also affected by linguistic proficiency, metacognitive scaffolding, and social interactions during the instruction. This study is expected to provide insights into how L2 writers’ strategic behavior progresses with their changes in motivations.
Article outline
  • 1.Introduction
  • 2.Theoretical framework and literature review
    • 2.1Self-regulated learning and writing
    • 2.2SRL instruction in writing contexts
    • 2.3Motivational beliefs and strategic behavior for SRL
  • 3.Method
    • 3.1Participants and research contexts
    • 3.2Instruments
      • 3.2.1Student interviews
      • 3.2.2Reflective journals
      • 3.2.3Field notes
    • 3.3Procedures
    • 3.4Data analysis
  • 4.Findings
    • 4.1Developmental trajectory of a low-proficiency writer
      • 4.1.1Attitudinal and strategic changes
      • 4.1.2Motivational changes
    • 4.2Developmental trajectory of a high-proficiency writer
      • 4.2.1Attitudinal and strategic changes
      • 4.2.2Motivational changes
  • 5.Discussion
    • 5.1Social scaffolding empowers the effectiveness of writing instruction
    • 5.2Self-efficacious, goal-oriented learners develop with strategic behavior
  • 5.Conclusion
  • References
References (58)
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