Study on English Writing Self-Regulation Strategy Among Chinese College Students

Abstract

English Writing is laid great importance in universities and vocational colleges in China. It is found that English writing self-regulation strategy has an impact on the efficiency of English writing. The study explored Chinese college students’ English writing self-regulation strategy in terms of writing planning, goal-oriented monitoring, goal-oriented evaluating, emotional control, memorization strategies, and metacognitive judgment using descriptive research. Online surveys were conducted among 381 freshmen and sophomores from two universities and two vocational colleges in China. A preliminary test was performed, and the internal consistency reliability coefficients of the subscales and the entire questionnaire were found to be acceptable. After data collection, descriptive statistics analysis and correlation analysis were conducted. The findings showed that Chinese college students employ a range of self-regulation strategies in English writing, although the frequency of application of strategies varies. When it comes to profile differences, males have a greater assessment of self-regulation strategy. Vocational college students have superior metacognitive judgment skills. It implied that students are more likely to employ efficient self-regulation strategies in English writing. If students had better self-regulation strategies, their writing performance would improve. The results led to the proposal of a language learning program aimed at improving Chinese college students’ English writing skills.