Research On Self-regulation Learning Strategies Of Second Language Writing From The Perspective Of Educational Information Technology

Grounded in self-regulated learning(SRL)theory and the writing process model,this study aims to investigate the factorial structure of SRL strategies and self-efficacy in online learning environments and explore how self-efficacy affect EFL students' use of different types of SRL strategies.This study is composed of two stages in which a total of 527 undergraduates were voluntarily recruited from medium-ranking universities in the North of China.In the first stage,a self-report questionnaire for measuring multi-dimensional SRL strategies was developed and validated.Exploratory factor analysis and confirmatory factor analysis were adopted.The results confirmed a seven-factor structure of SRL strategies used in online learning environments,including writing revision,mental imaginary,goal-oriented motivation,interest enhancement,monitoring and self-evaluation,planning,and peer coaching.These specific learning strategies reflect the cognitive,metacognitive,affective,and social dimensions of SRL.Meanwhile this stage used factor analyses to validate a three-factor structure of self-efficacy in online learning environments(i.e.,self-regulation efficacy,linguistic self-efficacy and technology self-efficacy).In the second stage,structural equation modelling revealed that the multi-factor self-efficacy played a positive role in predicting the use of SRL strategies.Taken together,findings revealed the multi-dimensional structure of SRL strategies and the important role of self-efficacy in affecting the development of SRL in online learning environments.