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该项研究基于B.J.Zimmerman(1998)的自我调节理论,利用问卷调查的方式揭示其对EFL写作的影响。结果表明,本研究各变量可共同预测55.4%的英语写作成绩。自我调节各变量中,对EFL写作影响最大的是自我效能感,其次是自我评估。作者利用Amos创建了自我调节学习对EFL写作影响的模型。该研究的教学启示是EFL写作课应重视学习者写作兴趣、自信心和自我评估能力的培养。自我调节包括目标设定、计划、自我指导、自我监控、自我评估、正确归因等环节,这些环节不断地循环。教学中应给学习者提供必要的帮助和支持,培养他们这一循环中各个环节的能力。
Based on the self-regulation theory of B.J. Zimmerman (1998), this study uses questionnaires to reveal its impact on EFL writing. The results show that all variables in this study can predict 55.4% of English writing performance. Of the self-adjusting variables, self-efficacy was most affected by EFL writing, followed by self-assessment. The authors use Amos to create a model of self-regulating learning’s impact on EFL writing. The teaching implication of this research is that EFL writing class should pay attention to the cultivation of students’ writing interest, self-confidence and self-evaluation ability. Self-regulation includes the goal setting, planning, self-guidance, self-monitoring, self-assessment, proper attribution and other links, these links continue to cycle. Teaching should provide learners with the necessary help and support to develop their ability in all aspects of this cycle.