Measuring secondary school students’ L2 writing self‐regulated strategies in the Korean EFL context

Abstract

AbstractThis study examined the 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. 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.