Enhancing Writing Ability and Self-regulation through Teacher-led Collaborative Modeling

Reza Tahmasebi, Hossein Khodabakhshzadeh


Teacher-led collaborative modeling can provide a condition through which the teachers and learners cooperate, negotiate, discuss, and provide different degrees of support to compose and edit written texts. The presupposition in this study was that this type of modeling can improve the writing ability of the EFL learners as well as their self-regulation in writing. To test the main hypotheses of the study, eighty five female upper-intermediate EFL students studying English as a foreign language at the Ayandehsazan Language Institute (A.L.C) in Torbat-e- Heydarieh , Iran, ranging in age from 14 to 20 sat for the Quick Placement Test (QPT) and 50 students were selected based on their scores on the QPT test. They were divided into two groups. The learners in the experimental group received instruction according to the stages of instruction using collaborative modeling. The participants in the control group, on the other hand, didn’t receive any collaborative modeling instruction. The participants in both groups sat for the writing test as well as a self-regulation test for writing. The results revealed that the experimental group outperformed the control group concerning their writing performance. However, there was no significant difference between the self-regulation ability of the participants in these two groups. The findings of the study have implications for pedagogy as well as research.



Teacher-led collaborative modeling, self-regulation, writing performance

Full Text:



Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative Teaching A Model for General and Special Education Integration. Remedial and Special Education, 10(2), 17-22.

Bitchener, J. (2012). A reflection on ‘the language learning potential’of written CF. Journal of Second Language Writing, 21(4), 348-363.

Bochenek, Heather L. Approving or disapproving: Parent perceptions of inclusion at the elementary level. ProQuest, 2008.

Chukharev-Hudilainen, E., &Saricaoglu, A. (2014). Causal discourse analyzer: improving automated feedback on academic ESL writing.Computer Assisted Language Learning, 1-23.

Dörnyei, Z., &Ushioda, E. (2013). Teaching and researching: Motivation. Routledge.

Ferris, D., &Hedgcock, J. S. (2005). Teacher response to student writing: Issues in oral and written feedback. Teaching ESL composition: Purpose, process and practice, 184-222.

Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning (Vol. 2). Routledge.

Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language teaching, 46(01), 53-70.

Kanno, Y., & Varghese, M. M. (2010). Immigrant and refugee ESL students’ challenges to accessing four-year college education: From language policy to educational policy. Journal of Language, Identity, and Education, 9(5), 310-328.

Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of educational computing research, 30(1-2), 139-161.

Kibler, A. K., Heny, N. A., & Andrei, E. (2015).In‐Service Teachers' Perspectives on Adolescent ELL Writing Instruction. TESOL Journal.

Louth, R., McAllister, C., & McAllister, H. A. (1993).The effects of collaborative writing techniques on freshman writing and attitudes. The Journal of experimental education, 61(3), 215-224.

Macbeth, K. P. (2010). Deliberate false provisions: The use and usefulness of models in learning academic writing. Journal of Second Language Writing, 19(1), 33-48.

Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. Tesl-Ej, 6(2), 1-20.

Nishino, T., & Atkinson, D. (2015).Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37-54.

Nishino, T., & Atkinson, D. (2015).Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37-54.

Scardamalia, M., &Bereiter, C. (1987).Knowledge telling and knowledge transforming in written composition. Advances in applied psycholinguistics, 2, 142-175.

Silvia, P. J. (2008). Interest—the curious emotion. Current Directions in Psychological Science, 17(1), 57-60.

Stetsenko, A., &Arievitch, I. (1997). Constructing and deconstructing the self: Comparing post-Vygotskian and discourse-based versions of social constructivism. Mind, Culture, and Activity, 4(3), 159-172.

Stone, P. (1998). Layered learning in multiagent systems: A winning approach to robotic soccer. MIT Press.

Storch, N. (2002). Patterns of interaction in ESL pair work. Language learning, 52(1), 119-158.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of second language writing, 14(3), 153-173.

Topping, K. (1998). Peer assessment between students in colleges and universities. Review of educational Research, 68(3), 249-276.

Topping, K. J., &Ehly, S. W. (2001). Peer assisted learning: A framework for consultation. Journal of Educational and Psychological Consultation, 12(2), 113-132.

Van de Pol, J., Volman, M., &Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.

Wette, R. (2015). Teacher-led collaborative modelling in academic L2 writing courses. ELT Journal, 69(1), 71-80.

Yarrow, F., & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British journal of educational psychology, 71(2), 261-282.

DOI: https://doi.org/10.7575/aiac.ijalel.v.6n.2p.239


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.