Evaluation of the Impact of the Writing Program on Student Learning

Su-Ching Lin, Ying-Ling Chen


The purpose of this study was to evaluate the impact of the Chinese Writing Program of Self-Regulated Development Strategy (SRSDWP) on student learning. With that aim, two-groups were tested in an experimental design with comparison of scores of writing self-efficacy, writing self-regulated strategy, and writing motivation. Results between the experimental group and control group were examined to assess the impact of SRSDWRP on students’ learning. The SRSDCWP is based on the teaching model of self-regulated strategy development (SRSD) that consists of six instructional steps of developing background knowledge, discussing, modeling, memorizing, supporting, and independent performance. Participants consisted of 105 eighth graders from one junior high school located in central Taiwan divided into 50 students in the experimental group who attended the SRSDCWP, and 55 students in the control group who were not submitted to the intervention program. Three units of teaching materials were designed and implemented for 12 weeks. Two groups with a similar background and life/ schooling experience were taught by the same Chinese literature teacher and received writing instruction for 45 minutes in a total of 135 min per week. Data were collected through students’ writing self-efficacy scale, self-regulated strategy scale, and motivation scale. Data were analyzed using descriptive statistics of distribution frequencies, percentages, mean values, standard deviations and inferential statistic using ANCOVA. The results revealed that the scores of the experimental group regarding students’ writing self-efficacy scale, self-regulated strategy scale, and motivation scale were significantly higher than those of the control group. The study concluded that the SRSDCWP provided positive influence on students’ writing self-efficacy, self-regulated strategies, and motivation.

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DOI: https://doi.org/10.5296/jsss.v7i1.15615


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Journal of Social Science Studies ISSN 2329-9150

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