Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance

Abstract

This paper presents two empirical studies. Study 1 validated a survey on L2 self-regulated strategies in writing in a multimedia environment. Study 2 examined the relationship of Chinese students’ working memory to their L2 English proficiency and self-regulated learning (SRL) strategies in multimedia writing. A total of 400 Chinese university students participated in Study 1, and they responded to a survey on SRL strategy use in multimedia writing. A total of 406 Chinese university students attended Study 2. They completed the survey and an operation span task (a measure of working memory). All the participants’ English proficiency was evaluated using the College English Test-4, a standardized test for undergraduate students in China. Results of Study 1 revealed a 5-factor SRL strategy structure consisting of goal setting, strategic planning, elaboration, self-evaluation, and help seeking. Results of Study 2 suggested the predicted effects of self-regulated strategies, working memory, and L2 proficiency on L2 writing performance. Findings also demonstrated the moderation effects of English proficiency on the effects of self-regulated writing strategies. Implications for enhancing writing in multimedia environments are provided.

ABSTRACT IN CHINESE

本文汇报了两项实证研究。第一项研究验证了在多媒体环境中进行二语自主调控写作策略的调查问卷。第二项研究探讨了中国学生的工作记忆, 英语水平以及多媒体写作中的自主调控写作策略之间的关系。共有400名中国大学生参与了第一项研究, 并回答了关于多媒体写作中自主学习策略使用的调查问卷。第二项研究有406名中国大学生参与。他们完成了调查问卷和操作跨度任务(一种工作记忆测量方法)。所有参与者的英语水平都通过一项中国本科生的标准化考试, 即大学英语四级考试, 进行了评估。第一项研究的结果显示, 自主学习策略包括目标设定、战略规划、详细阐述、自我评估和求助, 共五个因素。第二项研究的结果表明, 自主调控策略、工作记忆和英语水平对二语写作表现具有预测效应。研究结果还显示, 英语水平对自主调控写作策略的效果具有调节作用。该研究对于提升多媒体环境下的写作具有重要借鉴意义。

PLAIN LANGUAGE SUMMARY

We reported the findings of two empirical studies. In Study 1, we tested a survey to see how well it measured learners’ self-regulated strategies in a multimedia environment. In Study 2, we looked at learners’ working memory, proficiency, and learners’ self-regulated strategies in a multimedia environment. The results of Study 1 showed that there are five main strategies students use when writing. They include goal setting, strategic planning, elaboration, self-evaluation, and help-seeking. The results of Study 2 showed that learners’ working memory, proficiency, and learners’ self-regulated strategies are essential to their writing performance. The results also supported the idea that English proficiency plays a moderating role in the relationship between self-regulation and writing. When English proficiency was low, self-regulation had a greater impact on writing performance; conversely, when English proficiency was high, self-regulation had a smaller effect on writing performance. However, the present study did not identify a statistically significant interaction effect between working memory and self-regulation. Working memory may not affect self-regulation in students’ writing outcomes. This study, thus, contributes to teachers’, teacher educators’, policy makers’, and practitioners’ knowledge in terms of self-regulation, working memory, and proficiency in a multimedia writing environment.

Keywords:

• Self-regulated learning
• multimedia writing
• working memory
• English proficiency
• writing performance

Disclosure statement

The authors declare that they have no conflict of interest.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.