Abstract
This mixed method research study has investigated the possibilities and effects of instructionally induced cognitive load to facilitate self-regulated and metacognitive learning strategies for developing L2 writing skills. If low self-regulated learning is a cause of lower use of metacognitive learning strategies leading to low proficiency, then a reverse process of promoting self-regulated and metacognitive learning strategy use should help to improve L2 writing skills. Based on this idea, this study has come up with an instructional model S2RMCA for promoting self-regulated learning of L2 writing, a questionnaire SILL2W for measuring and promoting self-regulated and metacognitive learning strategy use and a set of L2 writing assessment rubric (based on 33 common errors) for self-monitoring, self-assessment and grading. 26 undergraduate students of a Thai university took part in the study. For collecting data, this study has used questionnaire, pre and post test scores, checklist and face to face interviews. Statistical test results have shown the validity and reliability of SILL2W (questionnaire) and S2RMCA (teaching and learning model) as practically usable tools for developing self-regulated and metacognitive learning strategy use. Findings have also shown results with significant differences in writing skills of the participants and descriptive analyses of data helped to understand the influence of instructionally induced cognitive involvement load on the learners. Measuring and improving self-efficacy have remained as limitations of the study. Brief duration of teaching and learning strategy application has been another limitation of this study.
Author Information
Manashi Gogoi Dutta, King Mongkut's Institute of Technology Ladkrabang, Thailand
Uthaivan Danvivath, Khonkaen University, Thailand
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