赋权增能学术英语写作课程中学生写作自我调节策略研究  

Investigating students' self-regulated writing strategy use within right Oempower-guided academic English writing instruction

作　　者：刘佳[1] 张文忠[1] Liu Jia;Zhang Wenzhong

机构地区：[1]南开大学外国语学院

出　　处：《外语教学》2025年第2期48-54,共7页Foreign Language Education

基　　金：天津市教委科研计划专项任务项目“生成式人工智能辅助下的学术英语写作教学模式创新研究”(项目编号:2024WYZX-YB01);中国外语教育基金项目“学术英语写作教学的赋权增能创新设计和实践研究”(项目编号:ZGWYJYJJ12A123)的阶段性研究成果。

摘　　要：写作自我调节是学术英语写作课程的重要培养目标,研究者通过策略运用考察学生的自我调节水平。本研究依托赋权增能教育模式设计学术英语写作课程,采用混合研究方法,考察大学生写作自我调节策略的使用变化。研究显示,学生使用认知策略、元认知策略、社会行为策略和动机调节策略显著提升,策略运用呈现多样性和深入性特征。受内在因素和外在因素的共同影响,不同写作水平的学生在策略使用上呈现出显著的差异性。研究发现可为在学术英语写作课程中促进学生写作自我调节发展提供教学启示。Cultivating students' self-regulated learning(SRL) ability in writing is an important teaching goal for the academic English writing course,and the ability is mainly investigated through the use of SRL writing strategies. Adopting the Right Oempower educational model, this study designs the academic English writing course and employs a mixedmethods approach to investigate the change of SRL writing strategies among college students in the course. The results demonstrate significant improvements in students' use of cognitive, metacognitive, social-behavioral and motivational regulation strategies, with the use of strategies showing diversity and path. In addition, the significant variation in strategy use among students with different writing proficiency is influenced by both internal and external factors. The findings provide pedagogical insights for promoting students' SRL in writing in academic English writing courses.

关 键 词：写作自我调节策略 赋权增能课程 学术英语写作 

分 类 号：H319[语言文字—英语]