CE  Vol.6 No.16 , September 2015
The Jigsaw Puzzle of Teaching Writing in English Now Resolved with Self-Regulated Learning
ABSTRACT
Society is experiencing growth and profound changes. Among other aspects, we take into account the rapid development of new technologies, which requires new approaches and methodological principles for handling, processing and information processing. All students have the power and ability to become smart if learners learn and use techniques of self-regulation. Thanks to the self-regulated learning cyclic program, students evaluate themselves and establish objectives, strategies and adjust according to their needs and specific learning context, thus improving their outcomes. This article is a reflection based in a wide bibliographic study attempts to shed light on the importance of self-regulated learning in bilingual contexts.

Cite this paper
Gaitero, Ó. , Rormán, Ó. and García, J. (2015) The Jigsaw Puzzle of Teaching Writing in English Now Resolved with Self-Regulated Learning. Creative Education, 6, 1742-1751. doi: 10.4236/ce.2015.616176.
References
[1]   Alderson, J. C. (2005). Diagnosing Foreign Language Proficiency: The Interface between Learning and Assessment. London: Continuum.

[2]   Cleary, T. J. (2006). The Development and Validation of the Self-Regulation Strategy Inventory-Self-Report. Journal of School Psychology, 44, 307-322.
http://dx.doi.org/10.1016/j.jsp.2006.05.002

[3]   Ferrari, M., Bouffard, T. & Rainville, L. (1998). What Makes a Good Writer? Differences in Good and Poor Writers’ Self-Regulation. Instructional Science, 26, 473-488.
http://dx.doi.org/10.1023/A:1003202412203

[4]   Fidalgo, R. et al. (2010). Efficacy of Cognitive Self-Regulation Instruction on Improving Elementary Students Writing Competence. In J. de la Fuente, & M. A. Eissa (Eds.), International Handbook on Applying Self-Regulated Learning in Different Settings (pp. 575-592). Almería: Education & Psychology.

[5]   García, J. N., & Fidalgo, R. (2008). Instrucción de la Autorregulación y el Autoconocimiento en la Composición Escrita. Barcelona: Da Vinci.

[6]   Garcia-Duncan, T. & McKeachie, W. J. (2005). The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117-128.

[7]   Glz-Cabánach, R. et al. (2009). Diseño y validación de un cuestionario de gestión motivacional. Psicodidáctica, 14, 29-47.

[8]   Hernández, F., Rosario, P., & Cuesta, J. D. (2010). Impacto de un programa de autorregulación del aprendizaje en estudiantes de Grado. Revista de Educación, 353, 571-587.

[9]   McClelland, M. M., & Cameron, C. E. (2011). Self-Regulation and Academic Achievement in Elementary School Children. New Directions for Child and Adolescent Development, 2011, 29-44.
http://dx.doi.org/10.1002/cd.302

[10]   Nocito, G. (2013). Autorregulación del aprendizaje de alumnos de grado. Estudio de caso. Tesis Doctoral, Madrid: Dpto. De Psicología Evolutiva y de la Educación, Universidad Complutense de Madrid.

[11]   Núñez, J. C., González-Pienda, J. A., & Rosario, P. (2006). Evaluación de los procesos de autorregulación mediante el autoinforme. Psicothema, 18, 353-358.

[12]   Ramírez, M. C. et al. (2013). Validación psicométrica del MotivatedStrategiesfor Learning Questionnaire en universitarios mexicanos. Revista Electrónica de Investigación Psicoeducativa, 11, 193-214.

[13]   Rizzo, P., Steinhausen, H. C., & Drechsler, R. (2010). Self-Perception of Self-Regulatory Skills in Children Aged 8 to 10 Year: Development and Evaluation of a New Self-Reporting Scale. Australian Journal of Educational Developmental Psychology, 10, 123-143.

[14]   Roces, C., & González, M. C. (1998). Capacidad de autorregulación de aprendizaje. In J. A. González-Pienda, & J. C. Núñez (Coords.), Dificultades de Aprendizaje. Madrid: Pirámide.

[15]   Samuelstuen, M. S., & Bräten, I. (2007). Examining the Validity of Self-Reports on Scales Measuring Students’ Strategic Processing. British Journal of Educational Psychology, 77, 351-378.
http://dx.doi.org/10.1348/000709906X106147

[16]   Schunk, D. H., & Zimmerman, B. J. (1994). Self-Regulation in Education: Retrospect and Prospect. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-Regulation of Learning and Performance. Issues and Educational Applications. Hillsdale, NJ: Erlbaum.

[17]   Trinity College (2005). Integrated Skills in English Examination 0, I, II, III. London: Trinity College.

[18]   Winne, P. H., Jamieson-Noel, D., &Muis, K. R. (2002). Methodological Issues and Advances in Researching Tactics, Strategies, and Self-Regulated Learning. In P. R. Pintrich, & M. L. Maehr (Eds.), Advances in Motivation and Achievement: New Directions in Measures and Methods (Vol. 12, pp. 121-155). Oxford: JAI-Elseiver.

[19]   Winne, P., & Perry, N. E. (2000). Measuring Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 531-566). San Diego, CA: Academic Press.
http://dx.doi.org/10.1016/b978-012109890-2/50045-7

[20]   Zimmerman, B. J. (1986). Becoming a Self-Regulated Learner: Which Are the Key Sub-Processes? Contemporary Educational Psychology, 11, 307-313.
http://dx.doi.org/10.1016/0361-476X(86)90027-5

[21]   Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81, 329-339.
http://dx.doi.org/10.1037/0022-0663.81.3.329

[22]   Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press.
http://dx.doi.org/10.1016/b978-012109890-2/50031-7

[23]   Zimmerman, B. J., & Bandura, A. (1994). Impact of Self-Regulatory Influences on Writing Course Attainment. American Educational Research Journal, 31, 845-862.
http://dx.doi.org/10.3102/00028312031004845

[24]   Zimmermann, B. J., & Risemberg, R. (1997). Self-Regulatory Dimensions of Academic Learning Motivation. In G. D. Phye (Ed.), Handbook of Academic Learning: Construction of Knowledge. San Diego, CA: Academic Press.
http://dx.doi.org/10.1016/b978-012554255-5/50005-3

 
 
Top