The Effect of Teaching Using the Triadic Model of Self-Regulated Learning on the Paragraph Writing Skills of Fifth-Grade Students

Gizachew Belay
Mekelle University

Agegnehu Tesfa
Applied Linguistics in Teaching Ethiopian Languages, College of Social Sciences and the Humanities, Department of Ethiopian Language & Literature Amharic, Gondar University

Getachew Endalamaw
Applied Linguistics in Teaching Ethiopian Languages, Institute of Language Studies, Addis Ababa University

Fekere Gebre-Kedan
Foreign Language and Literature, Department of English and Literature, College of Social Sciences and Languages, Mekelle University.

Abstract

Since Amharic paragraph writing instruction is predominantly conducted using a teacher-centered approach, it is essential to incorporate Self-Regulated Learning (SRL) —which enables students to actively direct and monitor their own learning processes—into paragraph writing lessons. Accordingly, the aim of this study is to examine the impact of a paragraph writing instructional approach—based on Zimmerman’s Triadic Model of SRL and its cyclical phases (Forethought, Performance, and Self-reflection)—on the paragraph writing skills of 5th-grade students. The study was based on the hypothesis that "teaching paragraph writing supported by self-regulated learning significantly improves students' paragraph writing performance" and was conducted within the frameworks of the positivist research paradigm and social cognitive theory. Employing a quantitative research method, the study utilized a quasi-experimental pretest–posttest control group design. Eighty-seven 5th-grade students, selected through a convenience sampling method, participated in the study; 42 students were assigned to the experimental group, and 45 were assigned to the control group. The experimental group received paragraph-writing instruction designed based on the Zimmerman model, incorporating self-regulated learning strategies. Students engaged in the pre-thought phase by setting writing goals and creating outlines; the performance phase by self-monitoring and applying writing strategies; and the self-reflection phase by evaluating and revising their written work. Meanwhile, the control group was taught using the standard Amharic language teaching method. Data were derived from pre-test and post-test paragraph-writing assessments and analyzed using Welch's independent-samples t-test. Post-test results revealed a statistically significant difference between the experimental group (M = 74.21, SD = 8.93) and the control group (M = 47.91, SD = 6.71) (t(75.94) = 15.45, p < .001, 95% CI [22.91, 29.69]). Furthermore, a Cohen's d value of 3.35 was obtained, indicating a very large effect size. Consequently, the study demonstrated that paragraph writing instruction based on the self-regulated learning model is significantly more effective at improving the paragraph writing performance of 5th-grade students compared to the conventional teaching method. Overall, the study's primary contribution lies in empirically demonstrating the effectiveness of Zimmerman's self-regulated learning model in improving students' paragraph writing performance through its experimental application within the context of Amharic language instruction. This finding makes a valuable academic and practical contribution toward integrating self-regulated learning into Amharic paragraph writing instruction, as well as to teacher professional development and language teaching practices.

Keywords: Self-regulated learning triad model, quasi-experimental research design, paragraph writing.