[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-640011-105":59,"doc-detail-640011-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","measuring-secondary-school-students-l2-writing-self-regulated-strategies-in-the-korean-efl-context-original-article","Measuring secondary school students’ L2 writing self-regulated strategies in the Korean EFL context - Original Article","","This study examines evidence for the reliability and validity of the Self-Regulatory Writing Strategy Questionnaire (SRWSQ) and its suitability for the Korean English as a foreign language (EFL) context. Results show six dimensions of self-regulated learning strategies—writing planning, goal-oriented monitoring, goal-oriented evaluation, emotional control, metacognitive judgment, and memorization—are closely but independently related under self-regulation. Some items need cultural sensitivity revisions. Usage differs by gender and grade, and strategy use significantly predicts writing achievement, informing teaching and future research.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/measuring-secondary-school-students-l2-writing-self-regulated-strategies-in-the-korean-efl-context-original-article/640011/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/measuring-secondary-school-students-l2-writing-self-regulated-strategies-in-the-korean-efl-context-original-article/640011.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of the study regarding SRWSQ in the Korean EFL context?","Question",{"text":111,"@type":112},"The study evaluates the reliability and validity of the Self-Regulatory Writing Strategy Questionnaire and whether it fits the Korean EFL context.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Which six dimensions of self-regulated learning strategies are examined?",{"text":116,"@type":112},"The study examines writing planning, goal-oriented monitoring, goal-oriented evaluation, emotional control, metacognitive judgment, and memorization strategies.",{"name":118,"@type":109,"acceptedAnswer":119},"How do self-regulated learning strategies relate to students’ writing achievement?",{"text":120,"@type":112},"Strategy use significantly influences students’ writing achievement.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},640011,1792706879,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Received: 12 May 2023 Revised: 21 January 2024 Accepted: 1 March 2024  \nDOI: 10.1111/ijal.12551  \nORIGINAL ARTICLE  \nMeasuring secondary school students’ L2 writing self-regulated strategies in the Korean EFL context  \nEojin Woo  Do-Hong Kim  \nCollege of Education, Wayne State University, Detroit, Michigan, USA  \nCorrespondence  \nDo-Hong Kim, College of Education, Wayne State University, 5425 Gullen Mall, Detroit, MI 48202, USA.  \n[Email:](Email: dhkim@wayne.edu)[ dhkim@wayne.edu](Email: dhkim@wayne.edu)  \nAbstract  \nThis study examined the evidence for the reliability and validity of the Self-Regulatory Writing Strategy Questionnaire (SRWSQ) and its suitability for the Korean English asa foreign language (EFL) context. The results indicated that the six dimensions of self-regulated learning (SRL) strategies (writing planning, goal-oriented monitoring, goal-oriented evaluation, emotional control, metacognitive judgment, and memorization strategies) were closely but independently related to each other, falling under the overarching construct of self-regulation. However, certain items require revision to ensure a more culturally sensitive measurement of SRL strategies in the Korean EFL context. The study observed differences in the use of SRL strategies based on gender and grade level. Furthermore, the use of SRL strategies significantly influenced students’ writing achievement. The study underscores the importance of SRL writing strategies in EFL contexts and discusses implications for teachers and future research.  \nKEYWORDS  \nEFL, Korea, L2 writing, secondary school students, self-regulated strategies  \n􀀂 􀀂  \n􀀂 􀀃􀀂􀀂 􀀃􀀂 􀀂􀀃􀀄 􀀃􀀂􀀂 􀀅􀀂 􀀂􀀂􀀂(SRWSQ)􀀄 􀀂􀀂􀀃􀀂 􀀂􀀃􀀃􀀄 􀀂􀀂 􀀃􀀃􀀂 􀀄􀀂􀀃􀀅 , 􀀄􀀃 􀀂􀀂􀀂􀀆 􀀂􀀃􀀄􀀃􀀅 􀀅􀀃􀀃􀀂􀀄􀀇 􀀄􀀆􀀂􀀂 􀀂􀀂􀀇􀀃􀀄􀀅 . 􀀃􀀂 􀀈􀀂 , 􀀃􀀂  \n1074  \n© 2024 John Wiley & Sons Ltd.  \nwi[leyonlinelibrary.com/journal/ijal](leyonlinelibrary.com/journal/ijal)  \nInt JAppl Linguist. 2024;34:1074–1088.  \n􀀂􀀃􀀅􀀃(SRL) 􀀅􀀂􀀄 􀀆􀀄 􀀆􀀂 􀀂􀀄 (􀀃􀀂􀀂 􀀉􀀂 , 􀀂􀀂 􀀂􀀈􀀄 􀀃􀀄􀀃􀀃 , 􀀂􀀂 􀀂􀀈􀀄 􀀂􀀆, 􀀊􀀆􀀇􀀅 , 􀀄􀀂􀀅􀀂 􀀃􀀆 ,􀀇􀀂􀀅􀀂)􀀂 􀀅 􀀃 􀀂􀀈􀀃􀀇 􀀃􀀄􀀃􀀂􀀄 􀀃􀀅􀀄􀀂􀀅 , 􀀃􀀂 􀀂􀀃􀀄 􀀅􀀃􀀄 􀀂􀀂 􀀈􀀃􀀄 􀀆􀀂􀀅􀀂 􀀋􀀆 􀀄􀀌􀀇􀀃􀀄􀀅 . 􀀅􀀄􀀂 􀀃􀀂􀀈􀀂􀀄 􀀂􀀆􀀆 , 􀀂􀀃􀀄 􀀃􀀅 􀀆􀀇 􀀃􀀍􀀄􀀅 SRL 􀀅􀀂􀀆 􀀂􀀄􀀄 􀀈􀀃 􀀃􀀊􀀃􀀇 􀀂􀀆􀀃􀀂 􀀉􀀄 􀀊􀀂 􀀄􀀂􀀆 􀀄􀀆􀀄􀀉 􀀆􀀄􀀅 . 􀀂 􀀃􀀂􀀂 􀀃􀀅􀀂 􀀅􀀂􀀄 􀀂􀀇 SRL 􀀅􀀂 􀀂􀀅􀀄 􀀂􀀂􀀂 􀀄􀀃􀀃􀀆􀀈􀀅 , 􀀂􀀂 􀀂􀀄􀀂 􀀅􀀂 􀀂􀀅􀀂 􀀅􀀃􀀂􀀄 􀀃􀀂􀀂 􀀃􀀂􀀄􀀄 􀀋􀀄􀀄􀀂 􀀃􀀈􀀆 􀀄􀀄􀀌􀀆 􀀅􀀅􀀃􀀆􀀃􀀄􀀅 . 􀀂􀀃􀀂􀀂 􀀃􀀅 􀀆􀀇􀀄􀀅 􀀃􀀂 􀀂􀀃 􀀅􀀃􀀆 􀀎􀀂􀀃􀀅 , 􀀆􀀂􀀂􀀂􀀈􀀆 􀀃􀀂􀀄 􀀂􀀂 􀀅􀀂􀀃􀀆 􀀃􀀄􀀆􀀄􀀅 .  \n􀀉􀀅􀀅  \n􀀃􀀂 􀀂􀀃 􀀅􀀂 , 􀀃􀀍􀀂 , 􀀃􀀅 􀀆􀀇 , 􀀅􀀄􀀅􀀆 , 􀀂􀀃  \nWriters, regardless of whether students or professionals, frequently spend extended periods working alone, carefully planning, monitoring, and evaluating their writing process. Thus, writing is cognitively challenging for young learners and even more so for young English as a foreign language (EFL) learners who may lack proficiency in both the second/foreign language (L2) and writing skills. In recent years, researchers have investigated methods to enhance the writing proficiency of EFL learners by studying specific skills, such as the self-regulated strategies utilized in second language (L2) writing (Teng & Huang, 2019).  \nAccording to the social cognitive theory of learning, the key to success is a “sense of agency”—having the means or power to originate self-regulatory action by which individuals exercise control within and over their lives (Bandura, 2008). The self-regulatory actions of learners were theorized as self-regulated learning (SRL), which refers to learners’proactive involvement in learning such as setting learning goals, selecting and using strategies, and self-monitoring the effectiveness of their learning process (Zimmerman, 2008). In the field of EFL learning, SRL is also found to be important for improving language proficiency (Oxford, 2013). However, in comparison to L1 writing and L2 reading, L2 writing has received less attention, despite being recognized as an area where SRL could be particularly crucial (Bai & Guo, 2018).  \nTo date, few studies have investigated how Korean EFL learners use SRL strategies to manage their L2 writing processes. In Korea, as in other East Asian contexts where English is taught as a foreign language, such as C","cbCaivfMd28Gi1Pi","https://ap.wps.com/l/cbCaivfMd28Gi1Pi","pdf",528799,15,"English","# Abstract\n## Self-Regulatory Writing Strategy Questionnaire (SRWSQ)\n## Dimensions of self-regulated learning strategies\n## Group differences and impact on writing achievement","[{\"question\":\"What is the purpose of the study regarding SRWSQ in the Korean EFL context?\",\"answer\":\"The study evaluates the reliability and validity of the Self-Regulatory Writing Strategy Questionnaire and whether it fits the Korean EFL context.\"},{\"question\":\"Which six dimensions of self-regulated learning strategies are examined?\",\"answer\":\"The study examines writing planning, goal-oriented monitoring, goal-oriented evaluation, emotional control, metacognitive judgment, and memorization strategies.\"},{\"question\":\"How do self-regulated learning strategies relate to students’ writing achievement?\",\"answer\":\"Strategy use significantly influences students’ writing achievement.\"}]","Measuring secondary school students’ L2 writing self-regulated strategies in the Korean EFL context - Original Article | PDF",38]