Integrating Technologically-Enhanced Self-Regulated Strategies into Writing English as a Foreign Language Classes

Abstract

This study aims to investigate the influence of technologically-enhanced (i.e., NetSupport School) self-regulated strategies (i.e., wrapper activity, think aloud and reciprocal teaching) on learners' achievement in the writing section of the TOEFL iBT (TOEFL Internet-based Test) and to explore the change in learners' self-regulated learning skill levels as a result of the technologically-enhanced selfregulated strategies training. Thirty-nine TOEFL iBT candidates who were studying TOEFL iBT writing preparation course were chosen as the participants of the study. The research design of this study is based on intervention in which pretests and posttests were administered before and after the technologically-enhanced self-regulated strategies training. Also, the Online Self-regulated Learning Questionnaire (OSLQ) was used to assess the effect of the intervention on students' self-regulated learning skill levels. Based on the data obtained, it was found that students' scores in the TOEFL iBT Writing Task and their self-regulated learning skills considerably improved as a result of the technologically-enhanced self-regulated strategies training. [ABSTRACT FROM AUTHOR]