3rd Article | Volume 01 | Issue 04

A Structural Equation Model of Writing Skills: Mixed Method   




Merlyn E. Arevalo

Assistant Professor I, North Eastern Mindanao State University

Tandag City, Philippines


Melissa C. Napil

Professor, University of Mindanao

Davao City, Philippines

Published: November 2023

DOI: https://doi.org/10.17613/hb9g-5326.


KEYWORDS

Abstract

The study's general objective is to determine the students' stance on the most appropriate model of writing skills, using Structural Equation Modeling (SEM) as a basic design in the relationship of self-regulated learning strategies, communicative learning strategies, learning grammatical strategies, and writing skills. This study used a mixed-method sequential explanatory design, in which quantitative design is more widely used than qualitative Creswell, J., & Creswell, D. (2017). The researcher used the stratified random sampling technique for selecting respondents and, by using the Raosoft sample size calculator, identified 390 respondents using a four-part questionnaire to collect data. Purposive sampling is the method for determining participants in a qualitative design using a guided questionnaire to obtain data from In-Depth Interviews and Focus Group Discussions. Model 5 was the best-fitting model for writing skills, showing significant correlations with the exogenous variables: self-regulated learning strategies, communicative learning strategies, learning grammatical strategies, and writing skills as endogenous variables. Both the exogenous and endogenous variables obtained a high level of overall description, meaning that students often practiced strategies to cultivate writing skills. The participants' stance on the most appropriate model is essential for tertiary students to have different strategies for developing writing skills. It is necessary to reach the full description of the highest level by using different strategies to build writing skills. 



Keywords: self-regulated learning strategies, communicative strategies, grammatical strategies, writing skills, structural models 

How to cite:

Arevalo, M. & Napil, M. (2023). A Structural Equation Model of Writing Skills: Mixed Method. International Journal of Multidisciplinary Educational Research and Innovation. 1(4), 37-59. https://doi.org/10.17613/hb9g-5326.

References:

Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students' attitudes towards self-regulated learning strategies in academic writing. Issues in Educational Research, 28(1), 1-17.

Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during the COVID-19 pandemic. Asian Education and Development Studies, 11(2), 380-400.

Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications.

Aliakbari, M., & Allvar, N. K. (2009). Communication strategies in the written medium: The effect of language proficiency. Linguistik online, 40(4).

Al-Jarf, R. (2022). Role of instructor qualifications, assessment and pedagogical practices in EFL students’ grammar and writing proficiency. Journal of World Englishes and Educational Practices (JWEEP), 4(2), 6-17.

Alova, I. M. C., & Alova, C. A. R. (2023). Grammatical and Academic Writing Competence of Special Science Class Students. Online Submission, 4, 747-763.

Antonio, C. (2021). "KARANIWANG GRAMATIKANG PAGKAKAMALI SA PAGSULAT NG SANAYSAY TUNGO SA LINGGUWISTIKONG KASANAYAN." EPRA International Journal of Research & Development (IJRD) 6.7: 1-1.

Atashian, S., & Al-Bahri, K. (2018). Towards Arab students’ grammatical errors in academic writing & their perceptions. Arab World English Journal (AWEJ), 140-145.

Aurelio, Rossel Q, et al. (2017). Pagbasa at Pagsusuri ng Iba't Ibang Teksto TUNGO SA Pananaliksik at Sulating Akademiko. Quezon City: MaxCor Publishing House, Inc,

Bai, B., & Guo, W. (2021). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research, 25(3), 378-399.

Barredo, C. P., & Cadapan, E. D. (2022). Extent Of Use of social media And Writing Skills in Filipino: A Correlational Study Among Freshmen College Students. Webology (ISSN: 1735-188X), 19(2).

Baggali Basmenj, H. (2020). Development of graduate students’ academic writing abilities through genre-based instruction (Doctoral dissertation, ResearchSpace@ Auckland).

Bernard, H. R. (2017). Research methods in anthropology: Qualitative and quantitative approaches. Rowman & Littlefield.

Bruma, R. D. (2019). Kabisaan ng Strategic Intervention Material (SIM) sa Pagsulat sa Filipino 7. Asia Pacific Journal of Multidisciplinary Research, 7(1).

Budianto, S., Sulistyo, T., Widiastuti, O., Heriyawati, D. F., & Marhaban, S. (2020). Written corrective feedback across different EFL students’ academic writing proficiency levels: Outcomes and implications.

Cahyono, B. Y., & Rahayu, T. (2020). EFL STUDENTS’ MOTIVATION IN WRITING, WRITING PROFICIENCY, AND GENDER. TEFLIN Journal: A Publication on the Teaching & Learning of English, 31(2).

Cortini, M., Galanti, T., & Fantinelli, S. (2019). Focus group discussion: How many participants are in a group? Encyclopaideia, 23(54), 29-43.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.

De Los Reyes, Antonio C. (2021). "Karaniwang Gramatikang Pagkakamali sa Pagsulat ng Sanaysay Tungo sa Lingguwistikong Kasanayan." EPRA International Journal of Research and Development (IJRD) Vol. 6. Issue 7: 373-377.

Brown, H. (2001). Douglas. Teaching by principles: an interactive approach to language pedagogy. Publisher: Pearson ESL. –491 p.

Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.

Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications.

Egan, D. M. (2019). Using Technology as an Independent Learning Strategy to Support Vocabulary Acquisition for Secondary Students with Learning Disabilities.

Elbow, Peter and Belanoff, Patricia. (1999). "A Community of Writers." McGraw Hill Companies, USA, https://www.sjsu.edu/faculty/mary.warner/Handouts/Writingskills.htm  

Emagnaw, A. B. (2019). Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School. Journal on School Educational Technology, 14(4), 37-48.

Er, Beh, M. E., & Ganapathy, M. (2021). Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms. The English Teacher, 50(1).

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors, and suggestions. Journal of education and social sciences, 4(2), 81-92.

Farsani, M. A., Beikmohammadi, M., & Mohebbi, A. (2014). Self-Regulated Learning, Goal-Oriented Learning, and Academic Writing Performance of Undergraduate Iranian EFL Learners. Tesl-Ej, 18(2), n2.

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32(4), 365-387.

Fukuda, A. (2018). The Japanese EFL Learners' Self-Regulated Language Learning and Proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87.

Gepila Jr, E. C. (2018). The impregnable composition writing competency and teaching writing methodologies. KnE Social Sciences, 360-372.

Ghannam, J. (2019). Enhancing independent learning competence and grammar language learning strategies. Professional competencies in language learning and teaching, 31.

Goins, M. (2021). Output as a Source of Input: Collaborative Writing Tasks for Developing the Grammar and Linguistic Resources of L2 Writers. CATESOL Journal, 32(1), 81-90.

Graham, S., Harris, K. R., & Mason, L. (2005). Improving struggling young writers' writing performance, knowledge, and self-efficacy: The effects of self-regulated strategy development. Contemporary educational psychology, 30(2), 207-241.

Greenberg, W. (1997). The elements of foreign language teaching (Vol. 7). Multilingual Matters.

Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing self-regulated writers. Theory into practice, 41(2), 110-115.

Hastjarjo, K. (2015). Strategic real estate development. Journal of Entrepreneurship, Business and Economics, 3(2), 65-85. Hikmah, Nur, Akmal and Francia T. Buffe. "Anthony, Writing Skills of Junior High School Students of the University of Saint Anthony." Advances in Social Science, Education, and Humanities Research 370 (2019): 32-39.

Hirpa, T. (2019). Analysis of Common Errors Made by Second Year English Language Department Students in Writing Academic Paragraph: The Case of Gilgel Beles CTE. Journal of Education and Practice, 10(13).

Johari, S. K. (2018). The effects of task-based process writing approach on the academic writing skills among second language tertiary learners. Journal of ELT Research, 3(1), 1-20.

Kobayashi, W. (2017). Structural equation modeling of writing proficiency using can-do questionnaires (Doctoral dissertation, Temple University. Libraries).

Loan, Tran Thi Trang. (2019). "PROMOTING STUDENTS‟ SELF-CONFIDENCE IN ENGLISH LANGUAGE ACQUISITION AND THEIR ORAL PERFORMANCE."Research gate:196-208

Masithoh, H., Fauziati, E., & Supriyadi, S. (2018). Communication strategies used by the students from the perspective of language proficiency. International Journal of Multicultural and Multireligious Understanding, 5(5), 21-32.

Maxwell, J. A., & Reybold, L. E. (2015). Qualitative Research. International Encyclopedia of the Social & Behavioral Sciences: Second Edi. Vol. 19.

Meliyani, M., & Tiasari, L. (2023). Communicative strategies employed by the eleventh-graders in writing personal letter texts. Journal of English Language Literacy, 1(1), 1-7. Munawaroh, Mumun, et al. "Enhancing Students' Communication Skills in Social Studies Learning Through Cooperative Learning." Ta'dib 25.1 (2022): 71-82.

Metcalfe, J., & Noom-ura, S. (2012). A study of oral communication strategies used by undergraduate students at a university in Thailand (No. 97038). Thammasat University.

Nurhayati, D. A. W. (2020). Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(2), 381-393.

Omar, Y. Z. (2019). Teaching Pedagogical Grammar in Context to Enrich English Language Learners' Academic Writing. Online Submission, 2(3), 213-225.

Parsons, V. L. (2014). Stratified sampling. Wiley StatsRef: Statistics Reference Online, 1-11.

Pawlak, M. (2018). Grammar learning strategy inventory (GLSI): Another look. Studies in Second Language Learning and Teaching, 8(2), 351-379.

Pentury, H. J., Anggraeni, A. D., & Pratama, D. (2020). It improves students’ 21st-century skills through creative writing as a creative media. Deiksis, 12(02), 164-178.

Pionera, Mutiarani, et al. (2020). "Instructional Methods and Self-Regulated Learning in Writing." International Journal of Instruction 13.3: 43-60.

Queroda, P. G. (2018). Theme Writing Skills of Pangasinan State University (PSU) Education Students. TESOL International Journal, 13(3), 31-44.

Saavedra, A. (2020). Factors that contribute to the elementary pupils' poor writing skills in Filipino and English. International Journal on Innovation, Creativity and Change.

Santos, Angelina L and Emma B Magracia. (2010). Pagsulat ng Proposal sa Pananaliksik sa Filipino. Iligan City: MSU-Iligan Institute of Technology,

Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. psychology press.

Supena, I., Darmuki, A., & Hariyadi, A. (2021). The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students' Learning Outcomes. International Journal of Instruction, 14(3), 873-892.

Szapkiw, A. (2012). "Selecting and justifying your research design.". <http://amandaszapkiw.com/artifacts/resources/tutorials/research/process/Step4-Selecting-andJustifying-Your-Research-Design.pdf>.

Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and learning, 17(1), 167-190.

Ting, S. H., Soekarno, M., & Phooi-Yan, L. (2017). Communication strategy use and proficiency level of ESL learners. Journal of Asia TEFL, 14(1), 162.

Totoy Freire, Andrea Dayana. (2023). Self-regulated learning strategies and writing skills. BS thesis. Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Pedagogía de los Idiomas Nacionales y Extranjeros, https://repositorio.uta.edu.ec/jspui/handle/123456789/37380

Türkben, T. (2021). The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students. International Journal of Education and Literacy Studies, 9(2), 52-65.

Umamah, A., & Cahyono, B. Y. (2020). Indonesian university students’ self-regulated writing (SRW) strategies in expository essays.

Woottipong, K. (2019). Effects of self-regulated learning strategy training in an online learning environment on university students’ learning achievement and their reported use of strategies. In Proceedings of the 4th RSU International Research Conference (pp. 752-758).

Yaseen, Talha, et al. (2021). "Importance of Communication Skills for Successful Career." International Journal of Innovative Science and Research Technology 6.12:217-221

Saavedra, A. (2020). Factors that contribute to the elementary pupils' poor writing skills in Filipino and English. International Journal on Innovation, Creativity and Change.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Academic press.

Zimmerman, B. J., & Martinez-Pons, M. A. N. G. E. L. (1992). Perceptions of efficacy and strategy use in the self-regulation of learning. Student perceptions in the classroom, 185-207.

Zambrana, J. M. V. (2020). Use of communicative strategies in L2 learning: An intercultural study. International Journal of English Studies, 20(3), 77-107.