1st Edition
Self-regulatory Writing Strategies and Second Language Writing Proficiency Interplay, Influence, and Insights
1 Introduction Part I Foundation 2 Theoretical and Methodological Foundation 3 Data Foundation Part II Fostering Writing Proficiency: The Impact of Multiple Dimensions of SRWSs 4 Examining the Impact of SRWSs on Writing Proficiency 5 The Differential Impact of SRWS Dimensions on Writing Proficiency Part III Promoting SRWS Utilization: Influences of Multiple Writing Proficiency Components 6 Examining the Multifaceted Influence of Writing Proficiency on SRWSs 7 Diverse Influences of Writing Proficiency on SRWSs Part IV Unpacking a Causal Link: Directional Influence of SRWSs on Writing Proficiency 8 Examining the Temporal Relationship Between SRWSs and Writing Proficiency 9 Causal Link Between SRWSs and Writing Proficiency 10 Summary, Implications, Directions, and Agenda
Biography
Li Dong is Associate Professor at the School of Foreign Languages, Tianjin University, China. His research focuses on second language writing, individual differences, and methodology.
“In what has been described as an increasingly scripturient age, where the urge and the need to write have become all important, this research-based study is particularly timely. Against a background of the expansion of English across the higher education sector globally, this monograph explores the role of self-regulation in Chinese students' academic writing with theoretical rigour and interpretative insight. Clearly written and logically argued throughout, it is a welcome addition to the literature on academic writing.”
John Gray, University College London, UK
“How do learners regulate their writing—and how does writing shape their regulation? This book uncovers the reciprocal relationship between self-regulatory writing strategies (SRWSs) and second language proficiency among Chinese university students. Introducing the Multidimensional, Multi-Component Model, it reveals how strategies and proficiency evolve together, offering fresh insights for researchers and practical guidance for educators seeking to strengthen academic writing instruction in higher education.”
Ken Hyland, University of East Anglia, UK
“Li's book is a tour and presented studies represent a tour de force for understanding the role and educational implications of self-regulation and second language writing. A must read for those interested in teaching writing to second language learners.”
Steve Graham, Regents Professor, Arizona State University
