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Secondly, the practical significance of this study is also obvious. From the teachers’ perspective, this study provides them with a more comprehensive and in-depth understanding of the role of SRL strategies in the writing process. In addition, the writing instruction based on SRL strategies provides new ideas for teaching English writing than conventional writing teaching. From the students’ point of view, training in SRL strategies raises their awareness of the importance of SRL strategies in English narrative writing, as well as improves their use of SRL strategies in writing, thus increasing their efficacy and performance of writing.

Chapter Two Literature Review

2.1 Key Concepts

The purpose of this section is to review the definitions of the key concepts including SRL strategies, self-regulated strategy development (SRSD) and writing self-efficacy in the present study.

2.1.1 SRL strategies

In the 1960s, Albert Bandura introduced the concept of self-regulation and studied it in depth. Zimmerman developed it into self-regulated learning in the 1980s and emphasized the importance of the learner as a participant in the learning process. Research on self-regulated learning flourished in the 1990s. According to Ellis (1994), self-regulation referred to learners being able to monitor their own learning and adjust their strategies in response to motivation and individual differences. As defined by Zimmerman (1997), self-regulated learning occurred when learners actively participate in their own learning activities to a certain extent, including meta-cognition, motivation and behavior, as well as the choice of learning methods and the regulation of the learning process itself. Benson (2004) argued that SRL is conceptualized as autonomous learning in a narrow sense, whereas self-directed learning focuses on theory. The study of SRL typically focuses on learning strategies, but Gazillion et al. (2007) argued that self-regulation refers to the ability to actively control or change one’s thoughts, emotions, impulses, and behaviors. 

2.2 SRL Strategies in Second Language Writing

SRL strategies are the targeted strategies of the present study, and it is necessary to review some literature about the SRL strategies. In this section, the author reviews the impact of SRL strategies on writing performance and the relationship between self-efficacy and SRL strategies.

2.2.1 The Impact of SRL Strategies on Writing Performance

The achievement of learning goals is one way to measure the effectiveness of student learning. Several scholars have tested whether SRL strategies have an impact on learning levels using SRL strategies as a learning strategy.

An examination of the relationship between SRL strategies and academic performance was conducted by Zimmerman and Martinez-Pons (1988) by conducting a survey of high school students, and summarizing ten SRL strategies commonly used by high school students. Based on a survey of 268 Iranian secondary school students, Savoji (2013) concluded that meta-cognitive, organizational, and fine-processing strategies have positive associations with academic achievement. An analysis of 120 first-year students on self-regulation by Klein, Perry, et al本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。