How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Students experience different levels of autonomy based on the mediation of self-regulated learning (SRL), but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icour...

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Autores principales:	Yangxi Han, Shuo Zhao, Lee-Luan Ng
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	academic writing performance lexical complexity psychological study preferences self-regulated learning study needs technology-mediated SRL Psychology BF1-990
Acceso en línea:	https://doaj.org/article/76315f595cac48d1a29ef2f07711558e
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spelling	oai:doaj.org-article:76315f595cac48d1a29ef2f07711558e2021-11-05T23:36:23ZHow Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study1664-107810.3389/fpsyg.2021.752793https://doaj.org/article/76315f595cac48d1a29ef2f07711558e2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.752793/fullhttps://doaj.org/toc/1664-1078Students experience different levels of autonomy based on the mediation of self-regulated learning (SRL), but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icourse (a learning management system) and Icourse+Pigai (an automatic writing evaluation system), with a control group that did not use technology. A quasi-experimental design was used, which involved a pre and post-intervention academic writing test, an SRL questionnaire, and one-to-one semi-structured student interviews. The aim was to investigate 280 Chinese undergraduate English as a foreign language (EFL) students' academic writing performance, lexical complexity, and perceptions of self-regulated strategies in academic writing. One-way ANCOVA of writing performance, Kruskal-Wallis test of lexical complexity, ANOVA of the SRL questionnaire, and grounded thematic content analysis revealed that, first, both Icourse and Icourse+Pigai provided significant support for the development of SRL strategies vs. the control group, although there was no significant difference between the two groups. Second, Icourse+Pigai-supported SRL was more helpful for improving students' academic writing performance because it enabled increased writing practice and correction feedback. Third, Icourse+Pigai-supported SRL did not significantly improve students' lexical complexity. In conclusion, we argue that both learning management systems and automated writing evaluation (AWE) platforms may be used to assist students' SRL learning to enhance their writing performance. More effort should be directed toward developing technological tools that increase both lexical accuracy and lexical complexity. We conclude that the technical tools used in this study were positively connected to the use of SRL techniques. However, when creating technologically mediated SRL activities, students' psychological study preferences should be considered.Yangxi HanYangxi HanShuo ZhaoLee-Luan NgFrontiers Media S.A.articleacademic writing performancelexical complexitypsychological study preferencesself-regulated learningstudy needstechnology-mediated SRLPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic writing performance lexical complexity psychological study preferences self-regulated learning study needs technology-mediated SRL Psychology BF1-990
spellingShingle	academic writing performance lexical complexity psychological study preferences self-regulated learning study needs technology-mediated SRL Psychology BF1-990 Yangxi Han Yangxi Han Shuo Zhao Lee-Luan Ng How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study
description	Students experience different levels of autonomy based on the mediation of self-regulated learning (SRL), but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icourse (a learning management system) and Icourse+Pigai (an automatic writing evaluation system), with a control group that did not use technology. A quasi-experimental design was used, which involved a pre and post-intervention academic writing test, an SRL questionnaire, and one-to-one semi-structured student interviews. The aim was to investigate 280 Chinese undergraduate English as a foreign language (EFL) students' academic writing performance, lexical complexity, and perceptions of self-regulated strategies in academic writing. One-way ANCOVA of writing performance, Kruskal-Wallis test of lexical complexity, ANOVA of the SRL questionnaire, and grounded thematic content analysis revealed that, first, both Icourse and Icourse+Pigai provided significant support for the development of SRL strategies vs. the control group, although there was no significant difference between the two groups. Second, Icourse+Pigai-supported SRL was more helpful for improving students' academic writing performance because it enabled increased writing practice and correction feedback. Third, Icourse+Pigai-supported SRL did not significantly improve students' lexical complexity. In conclusion, we argue that both learning management systems and automated writing evaluation (AWE) platforms may be used to assist students' SRL learning to enhance their writing performance. More effort should be directed toward developing technological tools that increase both lexical accuracy and lexical complexity. We conclude that the technical tools used in this study were positively connected to the use of SRL techniques. However, when creating technologically mediated SRL activities, students' psychological study preferences should be considered.
format	article
author	Yangxi Han Yangxi Han Shuo Zhao Lee-Luan Ng
author_facet	Yangxi Han Yangxi Han Shuo Zhao Lee-Luan Ng
author_sort	Yangxi Han
title	How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study
title_short	How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study
title_full	How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study
title_fullStr	How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study
title_full_unstemmed	How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study
title_sort	how technology tools impact writing performance, lexical complexity, and perceived self-regulated learning strategies in efl academic writing: a comparative study
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/76315f595cac48d1a29ef2f07711558e
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How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

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