Dialogic Instruction of Formulaic Sequences through Online Collaborative Tasks: Self-efficacy and self-regulation in academic writing among Iranian intermediate TEFL students

Document Type : Original Article

Authors

1 English Department, Islamic Azad University of Qaemshahr Qaemshahr, Mazandaran, Iran

2 English Department, Faculty of Humanities, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran

Abstract

Previous studies have highlighted the possible effectiveness of instructing formulaic sequences in enhancing the writing self-efficacy and self-regulation behaviors among EFL learners. However, few studies have probed into the nature of dialogic interaction within online task-based collaborative writing instruction, especially among university students. Therefore, the present study investigated the effect of dialogic instruction of formulaic sequences through online collaborative task-based academic writing instruction on the writing task performance, and self-efficacy and self-regulation behaviors of Iranian intermediate TEFL students. To this end, 60 Iranian intermediate TEFL students from two branches of Islamic Azad University were identified through Oxford Placement Tests. They were further assigned to two groups: experimental (n = 30) and control (n = 30). The experimental group received online collaborative task-based academic writing instruction while the control group followed the conventional writing instruction in place at their universities. The results showed the impact of online collaborative task-based instruction with a focus on formulaic sequence on the Iranian intermediate TEFL students in terms of their writing task performance, self-efficacy and self-regulation. Overall, results revealed the effectiveness of the proposed writing instruction in terms of improving the writing task performance, and self-efficacy and self-regulation measures. Findings bear pedagogical implications and provide fresh insights and new avenues for future research in this same domain.

Keywords

References

Al-Jiboury, A. B. A. (2024). Using self-regulated strategy of development in teaching writing for Iraqi EFL university students. Journal of Language Studies, 8(6), 233-247. https://doi.org/10.25130/lang.8.6.14
Anggraeni, C. W., Mujiyanto, J., Rustipa, K., & Widhiyanto, W. (2024). Effects of utilizing self-regulated learning-based instruction on EFL students' academic writing skills: a mixed-method investigation. Research Square, 1-39. https://doi.org/10.21203/rs.3.rs-4651154/v1
Ary, D., Jacobs, L. C., Sorensen Irvine, C. K., & Walker, D. (2019). Introduction to research in education. Cengage Learning.
Bandura, A. (2000). Self-efficacy: The foundation of agency. In W. J. Perrig & A. Grob (Eds.), Control of human behavior, mental processes, and consciousness: Essays in honor of the 60th birthday of August Flammer (pp. 17-33). Lawrence Erlbaum Associates Publishers. https://psycnet.apa.org/record/2000-08381-002
Boers, F., & Lindstromberg, S. (2009). Selecting chunks for the L2 classroom. In Optimizing a lexical approach to instructed second language acquisition (pp. 55-78). Palgrave Macmillan. https://doi.org/10.1057/9780230245006_4
Boscolo, P., & Hidi, S. (2007). The multiple meanings of motivation to write. In S. Hidi & P. Boscolo (Eds.), Writing and motivation (pp. 1-16). Elsevier. https://doi.org/10.1163/9781849508216_002
Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101. https://doi.org/10.1111/1467-8721.ep10768783
Conklin, K., & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32(1), 45-61. https://doi.org/10.1017/s0267190512000074
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dave, A. (2004). Oxford placement test 2: Test pack. Oxford University Press.
Davis, M., & Morley, M. (2018). Facilitating learning about academic phraseology: Teaching activities for student writers. Journal of Learning Development in Higher Education, 1-18. https://doi.org/10.47408/jldhe.v0i0.468
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner's speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177-186. https://doi.org/10.5539/ells.v6n2p177
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach. Scientific Reports, 14(1), 11125. https://doi.org/10.1038/s41598-024-61537-x
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-61537-x
Fujioka, M. (2001). Asian students' English writing experience.Proceedings of the 27th Annual JALT Conference
Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61(3), 325-353. https://doi.org/10.1353/cml.2005.0016
Gheitasi Azami, A. (2024). The Effects of Growth Mindset Intervention on Iranian EFL Learners’ Vocabulary Development. International Journal of Research in English Education, 9(2), 20-29. http://ijreeonline.com/article-1-845-en.html
Guleker, R. (2015). Promoting habits of reflection and self-efficacy through guided reflection in an EFL writing course. European Journal of Language and Literature Studies, 1(2), 78-82. https://revistia.com/index.php/ejls/article/view/750/749
Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41(2), 110-115. https://www.jstor.org/stable/1477462
Iravani, N. (2023). The Effect of task-based writing instruction on Iranian pre-intermediate EFL learners' self-efficacy and epistemic beliefs. Educational Considerations, 49(1). https://doi.org/10.4148/0146-9282.2354
Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1165221
Moussaoui, S. (2024). Process-oriented task-based instruction and multiple feedback forms. Journal of Educational and Psychological Studies, 18(1), 96-116. https://doi.org/10.53543/jeps.vol18iss1pp96-116
Muhammadpour, M., Zafarghandi, A. M., & Tahriri, A. (2024). The effect of metacognitive intervention on the listening performance and metacognitive awareness of high-and low-working memory capacity EFL Learners. Journal of Psycholinguistic Research, 53(5), 70. https://doi.org/10.1007/s10936-024-10102-8
Newfields, T. (2003). Helping EFL students acquire academic writing skills. Journal of Nanzan Junior College, 30, 99-120.
Nikcevic-Milkovic, A., Nikcevic-Milkovic, A., Balenovic, K., & Brala-Mudrovcic, J. (2022). Self-Regulated learning and socio-demographic factors in students' L1/L2 writing proficiency. Journal of Language and Education, 8(1), 110-116. https://doi.org/10.17323/jle.2022.11581
Pellicer-Sanchez, A., & Boers, F. (2018). Pedagogical approaches to the teaching and learning of formulaic language. In A. Siyanova-Chanturia & A. Pellicer-Sanchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 153-173). Routledge.
Peters, E., & Pauwels, P. (2015). Learning academic formulaic sequences. Journal of English for Academic Purposes, 20(1), 28-39. https://doi.org/10.1016/j.jeap.2015.04.002
Rafieyan, V. (2018). Role of knowledge of formulaic sequences in language proficiency: Significance and ideal method of instruction. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 1-23. https://doi.org/10.1186/s40862-018-0050-6
Rahimi, A., & Abedini, A. (2009). The interface between EFL learners' self-efficacy concerning listening comprehension and listening proficiency. Novitas-ROYAL (Research on Youth and Language), 3(1), 14-28. https://dergipark.org.tr/en/download/article-file/111876
Rahimi Yeganeh, M., Najafi Karimi, S., & Marzban, A. (2024). Developing autonomy and self-efficacy in writing among intermediate Iranian EFL learners through collaborative versus individual instruction of formulaic sequences. Journal of Language and Translation, 14(4).
Rahimi Yeganeh, M., Najafi Karimi, S., & Marzban, A. (2024a). Effect of Instruction of formulaic language on writing ability of intermediate EFL learners. Journal of Language and Translation, 14(3), 127-143. https://doi.org/10.30495/TTLT.2024.1047676
Rahimi Yeganeh, M., Najafi Karimi, S., & Marzban, A. (2024b). Developing autonomy and self-efficacy in writing among intermediate Iranian EFL learners through collaborative versus individual instruction of formulaic sequences. Journal of Language and Translation, 14(4).
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159-172. https://doi.org/10.1080/10573560308219
Shen, B., & Wang, L. (2024). Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners. International Review of Applied Linguistics in Language Teaching, 1-31. https://doi.org/10.1515/iral-2024-0230
Tahmasebi, R., & Khodabakhshzadeh, H. (2017). Enhancing writing ability and self-regulation through teacher-led collaborative modeling. International Journal of Applied Linguistics and English Literature, 6(2), 239-248. https://doi.org/10.7575/aiac.ijalel.v.6n.2p.239
Talebi, M., Shangarffam, N., & Mall-Amiri, B. (2024). Exploring into the role of teachers' self-efficacy and resilience in IELTS context: A qualitative approach. Journal of Applied Linguistics Studies, 4(1), 84-102. https://doi.org/10.1.23.240/jals.2024.07311127794
Thoai, T. N. L. (2020). Observing EFL teachers' use of formulaic language in class. Indonesian JELT: Indonesian Journal of English Language Teaching, 15(1), 1-20. https://doi.org/10.25170/ijelt.v15i1.1410
Tuyet, T. (2024). Intervention Development for Self-Regulated Writing among English Learners: A Single-Case Design Study. International Journal of Advanced Multidisciplinary Research and Studies, 4(3), 1399-1410. https://doi.org/10.62225/2583049x.2024.4.3.2953
Wiseman, C. S. (2012). A comparison of the performance of analytic vs. holistic scoring rubrics to assess L2 writing. International Journal of Language Testing, 2(1), 59-92.
Wood, D. (2015). Fundamentals of formulaic language: An introduction. Bloomsbury Publishing.
Wray, A. (2013). Formulaic language. Language Teaching, 46(3), 316-334. https://doi.org/10.1017/S0261444813000013
Yang, M. (2024). Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach. System, 124, 103386-103386. https://doi.org/10.1016/j.system.2024.103386
Yeldham, M. (2018). The influence of formulaic language on L2 listener decoding in extended discourse. Innovation in Language Learning and Teaching, 12(2), 105-119. https://doi.org/10.1080/17501229.2015.1103246
Zhang, Z. (2018). Academic writing difficulty of Chinese students: The cultural issue behind Chinese and British academic writing styles. Studies in Literature and Language, 17(2), 1-7. http://www.cscanada.net/index.php/sll/article/view/10570
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). Academic Press.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862. https://doi.org/10.2307/1163397
 
Al-Jiboury, A. B. A. (2024). Using self-regulated strategy of development in teaching writing for Iraqi EFL university students. Journal of Language Studies, 8(6), 233-247. https://doi.org/10.25130/lang.8.6.14
Anggraeni, C. W., Mujiyanto, J., Rustipa, K., & Widhiyanto, W. (2024). Effects of utilizing self-regulated learning-based instruction on EFL students' academic writing skills: a mixed-method investigation. Research Square, 1-39. https://doi.org/10.21203/rs.3.rs-4651154/v1
Ary, D., Jacobs, L. C., Sorensen Irvine, C. K., & Walker, D. (2019). Introduction to research in education. Cengage Learning.
Bandura, A. (2000). Self-efficacy: The foundation of agency. In W. J. Perrig & A. Grob (Eds.), Control of human behavior, mental processes, and consciousness: Essays in honor of the 60th birthday of August Flammer (pp. 17-33). Lawrence Erlbaum Associates Publishers. https://psycnet.apa.org/record/2000-08381-002
Boers, F., & Lindstromberg, S. (2009). Selecting chunks for the L2 classroom. In Optimizing a lexical approach to instructed second language acquisition (pp. 55-78). Palgrave Macmillan. https://doi.org/10.1057/9780230245006_4
Boscolo, P., & Hidi, S. (2007). The multiple meanings of motivation to write. In S. Hidi & P. Boscolo (Eds.), Writing and motivation (pp. 1-16). Elsevier. https://doi.org/10.1163/9781849508216_002
Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101. https://doi.org/10.1111/1467-8721.ep10768783
Conklin, K., & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32(1), 45-61. https://doi.org/10.1017/s0267190512000074
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dave, A. (2004). Oxford placement test 2: Test pack. Oxford University Press.
Davis, M., & Morley, M. (2018). Facilitating learning about academic phraseology: Teaching activities for student writers. Journal of Learning Development in Higher Education, 1-18. https://doi.org/10.47408/jldhe.v0i0.468
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner's speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177-186. https://doi.org/10.5539/ells.v6n2p177
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach. Scientific Reports, 14(1), 11125. https://doi.org/10.1038/s41598-024-61537-x
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-61537-x
Fujioka, M. (2001). Asian students' English writing experience.Proceedings of the 27th Annual JALT Conference
Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61(3), 325-353. https://doi.org/10.1353/cml.2005.0016
Gheitasi Azami, A. (2024). The Effects of Growth Mindset Intervention on Iranian EFL Learners’ Vocabulary Development. International Journal of Research in English Education, 9(2), 20-29. http://ijreeonline.com/article-1-845-en.html
Guleker, R. (2015). Promoting habits of reflection and self-efficacy through guided reflection in an EFL writing course. European Journal of Language and Literature Studies, 1(2), 78-82. https://revistia.com/index.php/ejls/article/view/750/749
Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41(2), 110-115. https://www.jstor.org/stable/1477462
Iravani, N. (2023). The Effect of task-based writing instruction on Iranian pre-intermediate EFL learners' self-efficacy and epistemic beliefs. Educational Considerations, 49(1). https://doi.org/10.4148/0146-9282.2354
Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1165221
Moussaoui, S. (2024). Process-oriented task-based instruction and multiple feedback forms. Journal of Educational and Psychological Studies, 18(1), 96-116. https://doi.org/10.53543/jeps.vol18iss1pp96-116
Muhammadpour, M., Zafarghandi, A. M., & Tahriri, A. (2024). The effect of metacognitive intervention on the listening performance and metacognitive awareness of high-and low-working memory capacity EFL Learners. Journal of Psycholinguistic Research, 53(5), 70. https://doi.org/10.1007/s10936-024-10102-8
Newfields, T. (2003). Helping EFL students acquire academic writing skills. Journal of Nanzan Junior College, 30, 99-120.
Nikcevic-Milkovic, A., Nikcevic-Milkovic, A., Balenovic, K., & Brala-Mudrovcic, J. (2022). Self-Regulated learning and socio-demographic factors in students' L1/L2 writing proficiency. Journal of Language and Education, 8(1), 110-116. https://doi.org/10.17323/jle.2022.11581
Pellicer-Sanchez, A., & Boers, F. (2018). Pedagogical approaches to the teaching and learning of formulaic language. In A. Siyanova-Chanturia & A. Pellicer-Sanchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 153-173). Routledge.
Peters, E., & Pauwels, P. (2015). Learning academic formulaic sequences. Journal of English for Academic Purposes, 20(1), 28-39. https://doi.org/10.1016/j.jeap.2015.04.002
Rafieyan, V. (2018). Role of knowledge of formulaic sequences in language proficiency: Significance and ideal method of instruction. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 1-23. https://doi.org/10.1186/s40862-018-0050-6
Rahimi, A., & Abedini, A. (2009). The interface between EFL learners' self-efficacy concerning listening comprehension and listening proficiency. Novitas-ROYAL (Research on Youth and Language), 3(1), 14-28. https://dergipark.org.tr/en/download/article-file/111876
Rahimi Yeganeh, M., Najafi Karimi, S., & Marzban, A. (2024). Developing autonomy and self-efficacy in writing among intermediate Iranian EFL learners through collaborative versus individual instruction of formulaic sequences. Journal of Language and Translation, 14(4).
Rahimi Yeganeh, M., Najafi Karimi, S., & Marzban, A. (2024a). Effect of Instruction of formulaic language on writing ability of intermediate EFL learners. Journal of Language and Translation, 14(3), 127-143. https://doi.org/10.30495/TTLT.2024.1047676
Rahimi Yeganeh, M., Najafi Karimi, S., & Marzban, A. (2024b). Developing autonomy and self-efficacy in writing among intermediate Iranian EFL learners through collaborative versus individual instruction of formulaic sequences. Journal of Language and Translation, 14(4).
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159-172. https://doi.org/10.1080/10573560308219
Shen, B., & Wang, L. (2024). Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners. International Review of Applied Linguistics in Language Teaching, 1-31. https://doi.org/10.1515/iral-2024-0230
Tahmasebi, R., & Khodabakhshzadeh, H. (2017). Enhancing writing ability and self-regulation through teacher-led collaborative modeling. International Journal of Applied Linguistics and English Literature, 6(2), 239-248. https://doi.org/10.7575/aiac.ijalel.v.6n.2p.239
Talebi, M., Shangarffam, N., & Mall-Amiri, B. (2024). Exploring into the role of teachers' self-efficacy and resilience in IELTS context: A qualitative approach. Journal of Applied Linguistics Studies, 4(1), 84-102. https://doi.org/10.1.23.240/jals.2024.07311127794
Thoai, T. N. L. (2020). Observing EFL teachers' use of formulaic language in class. Indonesian JELT: Indonesian Journal of English Language Teaching, 15(1), 1-20. https://doi.org/10.25170/ijelt.v15i1.1410
Tuyet, T. (2024). Intervention Development for Self-Regulated Writing among English Learners: A Single-Case Design Study. International Journal of Advanced Multidisciplinary Research and Studies, 4(3), 1399-1410. https://doi.org/10.62225/2583049x.2024.4.3.2953
Wiseman, C. S. (2012). A comparison of the performance of analytic vs. holistic scoring rubrics to assess L2 writing. International Journal of Language Testing, 2(1), 59-92.
Wood, D. (2015). Fundamentals of formulaic language: An introduction. Bloomsbury Publishing.
Wray, A. (2013). Formulaic language. Language Teaching, 46(3), 316-334. https://doi.org/10.1017/S0261444813000013
Yang, M. (2024). Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach. System, 124, 103386-103386. https://doi.org/10.1016/j.system.2024.103386
Yeldham, M. (2018). The influence of formulaic language on L2 listener decoding in extended discourse. Innovation in Language Learning and Teaching, 12(2), 105-119. https://doi.org/10.1080/17501229.2015.1103246
Zhang, Z. (2018). Academic writing difficulty of Chinese students: The cultural issue behind Chinese and British academic writing styles. Studies in Literature and Language, 17(2), 1-7. http://www.cscanada.net/index.php/sll/article/view/10570
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). Academic Press.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862. https://doi.org/10.2307/1163397

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History

  • Receive Date: 29 October 2024
  • Revise Date: 16 November 2024
  • Accept Date: 03 December 2024
  • First Publish Date: 10 December 2024
  • Publish Date: 10 December 2024

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