自己調整学習方略の指導が英文推敲過程に与える効果

抄録

The purpose of this study is to examine the effects of instruction in self-regulated learning strategies on English writing revision by Japanese university students. Regarding activating four processes of English writing revision, there were significant differences in Task Definition (t = 2.75, p < .05), Evaluation (t = 2.32, p < .05), and Modify Text/Plan (t = 2.97, p < .01), while there was no statistically significant difference in Strategy Selection. In addition, a revision test revealed that finding local errors (t = 2.62, p < .05) and correcting global errors (t = 3.14, p < .01) were significantly improved, while finding global errors and correcting local errors were not improved. Moreover a significant difference (t = 4.32, p < .01) was found in the investigation of the teacher's evaluation of paragraph writing. Free written reflections showed the effects of this study qualitatively as well. From these various aspects of analysis it could be surmised that instruction in self-regulated learning strategies is effective in activating the process of English writing revision and improving the ability of English writing revision.