A Systematic Review of Self-Regulated Writing Strategies Related Research Trends in Korea

Abstract

Self-regulated learning has received much attention in the realm of education since the mid 1980s, and there has been a good deal of domestic as well as overseas research in this area. In this context, self-regulated writing strategies have been designed and were proved to be effective for education on the writing process. However, to date, there is no research analyzing previous related research into this area in Korea. This study aims to analyze the research trends of self-regulated writing with a focus on domestic research, and to suggest implications for future research. For this purpose, 110 domestic research papers (graduate theses and academic articles published since 2000) were collected. All 110 research papers have been reviewed and classified according to analytical criteria such as year of publication, research method, learners and research topics.Our findings show that firstly, related research on self-regulated writing has been growing since 2000. Also, there was more research conducted using the quantitative method compared to research that made use of other research methods. Second, as a result of analyzing the research papers by learner's school level, most of the studies were conducted on elementary school students, followed by high school students, and finally middle school students. Third, research topics based on thematic analysis included six categories. Namely, self-regulated learning/strategy intervention and its effect analysis, analysis of variables related to writing ability, the utilization of writing activities, a self-regulation writing strategy plan, an exploration of the self-regulated writing process, and the development of a self-regulated writing related inventory and test. Based on these findings, it is necessary for us to continue studying self-regulated writing using various research methods, as well as to examine the research considering diverse variables.