Aug 2026· European Journal of Education· Vol 61· 0 citations· 36 references
Abstract
Self‐regulated reading‐to‐write (SR‐R2W) refers to a process whereby proactive and strategic learners gain information effectively through reading to improve their writing. The present study focused on four types of strategies, including mining reading, cognitive strategies, recalling while writing, and peer revision reading. The impacts of strategy use on writing performance and the antecedents of strategy use were examined. The participants were 759 fourth‐ and fifth‐grade English learners in Hong Kong. Structural equation modelling (SEM) suggested that for both fourth‐ and fifth‐grade students, SR‐R2W strategy use had a significant positive relationship with writing performance. Self‐efficacy in reading and writing and interest in writing, two key motivational variables, were positively associated with students' SR‐R2W strategy use. This study sheds light on the contribution of SR‐R2W to English learners' writing, which has important implications for English writing instruction.
Writing self-efficacy and writing engagement had a serial mediating effect on the relationship between SRL strategies and L2 writing performance, and structural equation modeling analysis indicated that writing self-efficacy and writing engagement mediated the relationship between SRL strategies and L2 writing performa...
Self‐assessment (SA) and self‐feedback (SF) have gained increasing attention in second language writing (L2) research as key mechanisms supporting self‐regulated learning and learner autonomy. However, as warned by some scholars, conceptual and methodological challenges still remain in understanding and exploring the...
Shuang Wang, Shu-Lin Yu· International Journal of App...· 0 citations
Self‐regulation (SR) plays a central role in instructed language learning, as it enables learners to set goals, monitor progress, and adapt learning behaviour through reflection. We investigate the contribution of two core self‐regulatory processes—performance control (PC) and reflection (R)—to attainment (A) in st...
Jakub Przybył, Agnieszka Poźlewicz, Justyna Duch-Adamczyk· International Journal of App...· 0 citations
Self-regulated learning (SRL) has emerged as an important framework in understanding how learners control, manage, and evaluate their own learning processes in second language (L2) acquisition. This systematic review thoroughly examines 44 research articles published in the Web of Science (WoS) database between 2010 an...
Eda Tekin, Yusuf Karakahraman· Dil Eğitimi ve Araştırmaları...· 0 citations
Adolescent students with reading difficulties face compounding challenges in both reading and writing, yet few interventions address both within content-area instruction. This study examined an integrated reading, writing, and knowledge-building intervention using Self-Regulated Strategy Development (SRSD) across fou...
