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Access Type
WSU Access
Date of Award
January 2022
Degree Type
Thesis
Degree Name
M.Ed.
Department
Education Evaluation and Research
First Advisor
Do-Hong Kim
Abstract
This thesis investigated the relationship between motivational beliefs (self-efficacy, language mindsets, and goal orientations), self-regulated learning (SRL) strategies, and writing achievement in second or foreign language (L2) writing. Data were collected from public secondary schools in South Korea (N=411), using convenience sampling. The participants were asked to complete the self-report questionnaires asking their use of SRL strategies and motivational beliefs in L2 writing classrooms. The results of one-way ANOVA showed that the use of SRL strategies and the level of motivational beliefs in L2 writing were significantly distinguished by the proficiency level of the learners. Multiple analyses showed that self-efficacy, growth mindset, and mastery goal significantly predicted the use of SRL strategies. Self-efficacy and growth mindset also predicted the writing achievement. This research contributed to providing evidence for extending SRL framework to L2 writing in Korean secondary school context.
Recommended Citation
Woo, Eojin, "The Roles Of Secondary Students' Motivational Beliefs In Predicting L2 Self-Regulated Writing Strategies And Writing Achievement In Korean Efl Context" (2022). Wayne State University Theses. 905.
https://digitalcommons.wayne.edu/oa_theses/905