Incorporating online writing resources into self‐regulated learning strategy‐based instruction: An intervention study.

Background: While self‐regulated learning (SRL) strategy‐based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy‐based writing instruction, despite the availability of various online platforms. Objectives: This study proposed an SRL strategy‐based instruction for technology‐assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self‐efficacy beliefs and perceived acceptance of technology. Methods: The research design used was a pre‐experimental pre‐test, post‐test and delayed post‐test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8‐week period, these students received SRL strategy‐based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self‐efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post‐hoc tests, and examination of the effect sizes. Results and Conclusion: The results showed statistically significant improvements in students' writing performance, SRL strategy use, self‐efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology‐enhanced writing environment. Lay Description: What is currently known about this topic?: Positive relationships have been found between SRL strategies and writing performance.While SRL strategy‐based writing instructional models have been proposed, there is insufficient evidence with Japanese EFL learners.There is limited research on the effects of SRL interventions in online writing environments. What does this paper add?: The study explored the writing pedagogy that incorporates technology‐assisted writing into SRL strategy instruction for Japanese tertiary EFL learners.The results showed positive impacts of the instruction not only on writing performance and SRL strategies, but also on learner beliefs and perceptions (i.e., self‐efficacy and technology acceptance).The instruction's long‐term impacts were observed. Implications for practice/or policy: The findings offer initial evidence of the effectiveness of technology‐assisted SRL instruction for Japanese college EFL learners, which is lacking in the research field.The findings would be beneficial to EFL teachers by providing insights into innovative writing pedagogy grounded in writing strategies and technology. [ABSTRACT FROM AUTHOR]