Strategies & Self-Regulation in ESL Writing: Using Self-Regulated Strategy Development in an African Seminary

Authors

Sulee P. Kindle, Cameroon Baptist Theological Seminary
Carol L. Butterfield, Central Washington UniversityFollow

Document Type

Article

Department or Administrative Unit

Center for Teaching and Learning

Publication Date

12-2017

Abstract

Self-Regulatory Strategy Development (SRSD) is an interactive instructional method used to teach writing through the use of strategies and self-regulation (Harris, Graham, Friedlander, & Laud, 2013). Using SRSD, the researcher implemented a 6-week essay writing unit in an ESL university classroom in Cameroon, West Africa. The author collected and analyzed data in the form of writing samples, student and teacher assessments, and student self-reflections. The .findings demonstrate the effectiveness of SRSD within this setting, from a quantitative perspective (rubric-based assessments) and a qualitative perspective (student self-reflections). A discussion on the findings and implications for future use of SRSD are included.

Comments

This article was originally published in Journal of Business Diversity. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Recommended Citation

Kindle, S. P., & Butterfield, C. L. (2017). Strategies & Self-Regulation in ESL Writing: Using Self-Regulated Strategy Development in an African Seminary. Journal of Business Diversity, 17(4), 40-52. https://doi.org/10.33423/jbd.v17i4.1240