Exploring revision as a self-regulated process in EFL writing
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Li, Wentao
issued: 2022-03-22T19:21:21Z
issued: 2022
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Building on the socio-cognitive theoretical perspective of self-regulated learning (Zimmerman, 1995, 2002, 2013), the current exploratory qualitative study investigates how a group of college-level English as a Foreign Language (EFL) students in China apply socio-cognitive sources to self-regulate their revision behaviours as they receive and self-reflect on peer feedback and plan for their second draft writing. The whole learning process is mediated by Information and Communication Technology (ICT). Data analyses were based on students’ initial and revised writing samples, revision worksheets, and semi-structured interviews. Four significant findings were generated: 1) Peer feedback covered both content and language issues but was more concerned with content issues; 2) Students decided to incorporate most of the peer feedback into their revision, whereas ignored those when they disagreed with their peers; 3) When peer comments were too general and confusing, or contradictory among multiple reviewers, students still made subsequent revisions through seeking clarification and advice from peers, collecting information from the internet, and checking e-dictionary, Grammarly, and academic references; 4) Students benefited from the self-regulated revision process across cognitive, affective, social, and knowledge-level through receiving peer feedback and drafting a revision plan. Findings suggest that receiving peer feedback and drafting a revision plan by reflecting on peer feedback forms useful socio-cognitive sources that could shape and trigger students’ self-regulated revision behaviours. The study yields instructional guidance for writing teachers to incorporate ICT-mediated peer feedback and revision planning tasks into their classroom teaching to help students achieve self-regulated revision and become masters of their EFL writing and revision practices.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/80995
note: EXPLORING REVISION AS A SELF-REGULATED PROCESS IN EFL WRITING by Wentao Li TEFL Certificate, University of Toronto, 2022 B.A., Northeast Normal University, 2020 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Teaching English as a Second Language) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) March 2022 © Wentao Li, 2022 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, a thesis entitled: Exploring revision as a self-regulated process in EFL writing submitted by Wentao Li in partial fulfillment of the requirements for the degree of Master of Arts in Teaching English as a Second Language Examining Committee: Dr. Ling Shi, Professor, Department of Language and Literacy Education, UBC Supervisor Dr. Guofang Li, Professor, Department of Language and Literacy Education, UBC Supervisory Committee Member Dr. Ann Anderson, Professor, Department of Curriculum and Pedagogy, UBC Supervisory Committee Member iii Abstract Building on the socio-cognitive theoretical perspective of self-regulated learning (Zimmerman, 1995, 2002, 2013), the current exploratory qualitative study investigates how a group of college-level English as a Foreign Language (EFL) students in China apply socio-cognitive sources to self-regulate their revision behaviours as they receive and self-reflect on peer feedback and plan for their second draft writing. The whole learning process is mediated by Information and Communication Technology (ICT). Data analyses were based on students’ initial and revised writing samples, revision worksheets, and semi-structured interviews. Four significant findings were generated: 1) Peer feedback covered both content and language issues but was more concerned with content issues; 2) Students decided to incorporate most of the peer feedback into their revision, whereas ignored those when…
has type: Thesis/Dissertation
date issued: 2022-05
is shown at: 10.14288/1.0407287
language: eng
degree discipline: Teaching English as a Second Language
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Shi, Ling
type: Text
identifier URI: http://hdl.handle.net/2429/80995