自我调节学习对英语专业学习者 EFL 写作影响的模型

The effect of self-regulated learning on second language writing—An SEM analysis

该项研究基于B. J. Zimmerman（1998）的自我调节理论，利用问卷调查的方式揭示其对EFL 写作的影响。结果表明，本研究各变量可共同预测55.4% 的英语写作成绩。自我调节各变量中，对EFL 写作影响最大的是自我效能感，其次是自我评估。作者利用Amos 创建了自我调节学习对EFL 写作影响的模型。该研究的教学启示是EFL 写作课应重视学习者写作兴趣、自信心和自我评估能力的培养。自我调节包括目标设定、计划、自我指导、自我监控、自我评估、正确归因等环节，这些环节不断地循环。教学中应给学习者提供必要的帮助和支持，培养他们这一循环中各个环节的能力。

This study is based on the Self-Regulated Learning (SRL) theory of Zimmerman B. J. (2003) and investigates its influence on EFL writing achievement. The results showed that all the independent variables in this study can predict 55.4% of EFL writing achievement. The most effective variable is self-efficacy， followed by self-evaluation. A structural equation modal of self-regulated learning was formed by using Amos. According to the results， learners' interest， self-efficacy and self-evaluation should be paid more attention to in writing class. Self-regulated learning is cycled in a sequence of goal-setting， planning， selfinstruction， self-monitoring， self-evaluation and attribution. We should help students to develop relevant abilities in the cycle.