The Relationship among Self-Regulated Writing Strategies, Feedback Seeking Behavior, and Writing Performance of Iranian EFL Learners (Research Paper)

The major aim of the current study was exploring the extent to which self-regulated writing strategies can predict EFL learners’ writing score and feedback seeking behavior. The relationship between feedback seeking behavior and their writing score was also examined. To achieve this end, ۳۵ intermediate EFL learners (۱۵ male and ۲۰ female) were selected from University of Isfahan. Feedback seeking behavior questionnaire designed by Papi et al. (۲۰۲۰), self-regulatory writing strategies scale developed by Feng et al. (۲۰۲۲), and writing tasks were used to gather the data. The collected data was coded and entered into SPSS for further analysis. The results of standard multiple regression revealed that EFL learners’ self-regulated writing strategies were the main predictors of their writing score. Besides, the findings showed that self-regulated writing strategies predicted EFL learners’ feedback seeking behavior. On the other hand, the results of Pearson product moment correlation showed no significant relationship between participants’ feedback seeking behavior and their writing scores. Finally, the results of hierarchical multiple regression indicated that self-regulated writing strategies predicted writing score through the mediation of feedback seeking behavior. Based on the findings of this study, material developers and textbook writers are suggested to incorporate activities in the course books that raise learners’ awareness of self-regulated writing strategies and feedback seeking behavior. Language learners should become familiar with the accurate implementation of such strategies in their writings.

کلیدواژه ها:

language ، Teaching ، Regression ، Classroom ، Proficiency