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dc.contributor.advisorFeryok, Anne
dc.contributor.advisorAlm, Antonie
dc.contributor.authorWall, Bunjong
dc.date.available2015-03-26T01:01:54Z
dc.date.copyright2015
dc.identifier.citationWall, B. (2015). Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation (Thesis, Doctor of Philosophy). University of Otago. Retrieved from http://hdl.handle.net/10523/5577en
dc.identifier.urihttp://hdl.handle.net/10523/5577
dc.description.abstractMost composition studies focus on students’ writing processes and written products without integrating reading into their research activities. More recently, researchers have acknowledged the reciprocal reading-writing relationship and begun to examine reading-to-write or discourse synthesis processes. Research shows that discourse synthesis is cognitively demanding and that most second language writers lack linguistic, mental, and sociocultural resources to perform this task effectively. Existing studies have not emphasised the role of self-directed speech as a self-regulatory strategy while students read multiple texts in order to write. This thesis addresses this gap in the literature. Informed by sociocultural theoretical notions that cognition is socially mediated and that speech is instrumental in learning and development, this qualitative multiple-case-studies thesis examined how five Thai EFL tertiary students applied their knowledge and skills, following explicit concept-based instruction on discourse synthesis, textual coherence, and argumentation. The researcher designed and delivered a four-week intervention in which the learning concepts, materials, and verbalisation were instrumental in promoting conceptual understanding and reading-to-write performance. Explicitly taught verbalisation or self-directed speech, together with learning materials specifically designed as schemes for task orientation, was a key for self-regulation as participants read multiple texts in order to compose an argument essay. The study adopted an activity theoretical framework and microgenetic analysis. The analysis aimed to describe the participants as social beings and to outline their self-regulation as it unfolded during a mediated reading-to-write activity. Data from a pre-task questionnaire on strategy use and from a post-task written self-reflection form together with video-recorded data during the end-of-intervention discourse synthesis task and interview data were triangulated to examine how reading-to-write activities were mediated and regulated. Findings were organised around four main themes: participants as readers and writers of English, essay argument structure, microgenetic findings of unfolding self-regulatory behaviour during the discourse synthesis activity, and developmental gains as perceived by the participants during concept-based instruction. The findings in this study show that participants’ reading and writing difficulties and argumentation were, in part, shaped by the social, historical and cultural factors in the Thai EFL context, and that participants’ strategic application of verbalisation and learning materials mediated their developmental changes and self-regulation. During the discourse synthesis task, participants used self-directed speech as a strategy and demonstrated varying degrees of self-regulation over various task aspects. Successful task completion indicated purposeful mediated learning with strong orientation towards the task, based on conceptual understanding, specific goals, and voluntary inclusion of learning materials as psychological tools. All participants reportedly viewed verbalisation as a useful strategy and most participants were able to describe their increased theoretical understanding of the concepts explicitly taught. However, their conceptual understanding did not always translate into their actual performance. These findings raise pedagogical implications and highlight the need for human mediators to make explicit the learning concepts, materials and strategies, so that theoretical understanding and learning tools can lead to meaningful task performance. Based on the above findings, this thesis proposes a self-regulation model and calls for future research to investigate how explicit verbalisation training can be systematised.  
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Otago
dc.rightsAll items in OUR Archive are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectsociocultural theory
dc.subjectreading-to-write
dc.subjectwriting-from-sources
dc.subjectdiscourse synthesis
dc.subjectmicrogenetic analysis
dc.subjectactivity theory
dc.subjectself-regulation
dc.subjectverbalisation
dc.subjectself-directed speech
dc.subjectstrategies
dc.subjectargumentation
dc.subjectcoherence
dc.subjectEFL/ESL composition
dc.subjectacademic writing
dc.subjectThai EFL context
dc.subjectmetacognition
dc.subjectsecond language writing
dc.subjectintegrated writing task
dc.subjectconcept-based instruction
dc.subjectSystemic Theoretical Instruction
dc.subjectVygotsky
dc.subjectGal'perin
dc.subjectLeont'ev
dc.subjectqualitative research
dc.subjectorientation
dc.subjectexecution
dc.subjectcontrol
dc.subjectself-regulation model
dc.subjectinternalisation
dc.subjectToulmin
dc.subjectverbal data
dc.subjectself-questioning
dc.subjectself-instruction
dc.subjectconceptual development
dc.subjectmicrogenetic development
dc.subjectmicrogenetic episode
dc.subjectcase study design
dc.subjectmediation
dc.subjectscientific concept
dc.subjectprivate speech
dc.subjectCHAT
dc.subjectSCOBA
dc.subjectverbalisation training
dc.subjectreading-writing connection
dc.subjectSTI
dc.subjecttask orientation
dc.subjectobject-regulation
dc.subjectother-regulation
dc.subjectprivate speech of adult learners
dc.subjecttalking-to-learn
dc.subjectreciprocal skills
dc.subjectreciprocal concepts
dc.subjectreading-writing relationship
dc.subjectspeaking and writing
dc.subjectself-regulatory strategy
dc.subjectexplicit mediation
dc.titleSelf-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation
dc.typeThesis
dc.date.updated2015-03-26T00:47:44Z
dc.language.rfc3066en
thesis.degree.disciplineDepartment of English and Linguistics
thesis.degree.nameDoctor of Philosophy
thesis.degree.grantorUniversity of Otago
thesis.degree.levelDoctoral
otago.openaccessOpen
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