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2.3 Relationships between SRL strategy use and motivation SRL strategy use and motivation are both crucial for improving learners' competence in writing and correlated with each other ([11]; [20]; [32]; [36]). Keywords: self-regulated learning strategy use; interest; self-efficacy; EFL writing; high achievers; low achievers EN self-regulated learning strategy use interest self-efficacy EFL writing high achievers low achievers 117 139 23 03/21/22 20220101 NES 220101 1 Introduction Recent years have witnessed an increasing emphasis on the development of students' writing skills. Since EFL writing is considered the most difficult and challenging task for many learners ([37]), successful writing requires students' self-regulation of their strategy use and motivation, i.e. active cognitive, metacognitive and motivational engagement ([36]). [Extracted from the article]

While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown.

While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown. [ABSTRACT FROM AUTHOR]

This study investigated the influences of motivation and grit on students' self-regulated learning (SRL) and achievement in English as a foreign language (EFL), and compared such influences between male and female students. A total of 723 primary students in Hong Kong participated in this study. Results of MANOVAs indicated that there were generally no gender differences in students' motivation, grit and SRL strategy use in EFL, except for growth mindset, but female students had a better level in English learning achievement than male students. Results of two-group structural equation modeling (SEM) suggested that grit was the greatest predictor of SRL strategy use for both male and female students, and self-efficacy predicted all students' critical thinking and English learning results. Unexpectedly, intrinsic motivation only predicted male students' English learning results, and growth mindset only predicted male students' English learning results and female students' critical thinking. Implications for future research and EFL teachers to promote male and female students' SRL strategy use and English learning are discussed. [ABSTRACT FROM AUTHOR]

This study investigates the influences of process-based instruction (PBI) on students' self-regulated learning (SRL) strategy use in English as a foreign language (EFL) writing. Participants were 1521 fourth to sixth graders in Hong Kong primary schools. The students, in response to a questionnaire, reported that their English teachers used PBI at a high frequency in the classroom, while the students employed SRL strategies at a medium frequency. No significant differences in SRL strategy use were found across the three grade levels. Results of structural equation modelling (SEM) indicate that instruction at the before-writing stage had the strongest influence on the students' use of SRL strategies; instruction at the after-writing stage significantly impacted their use of self-initiating, self-monitoring and revising strategies; teaching writing at the while-writing stage had very little influence on the students' SRL strategy use. Implications for future research are discussed and suggestions for EFL teachers to improve their students' SRL strategy use in writing through PBI are included. [ABSTRACT FROM AUTHOR]