Author Identifier

Candice Miller: http://orcid.org/0000-0002-2388-2064

Date of Award

2025

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Doctor of Philosophy

School

School of Education

First Supervisor

Anabela Malpique

Second Supervisor

Deborah Pino-Pasternak

Third Supervisor

Susan Main

Abstract

This PhD dissertation describes an action research study focused on implementing the Self Regulated Strategy Development (SRSD) model to teach writing to address the challenges faced by Year 5 students in persuasive writing, particularly under timed conditions, and decreasing motivation aligned with national trends and school performance data. The aim of the current study was to enhance students' persuasive writing skills, writing attitudes, and self-efficacy and to examine the social validity of SRSD in an Australian classroom. The study specifically focused on timed and untimed writing conditions to examine the efficacy of the implemented SRSD model. The research employed a mixed-methods convergent design. This was achieved by integrating quantitative data from writing assessments (compositional quality and text length) and motivation surveys (attitudes and self-efficacy) with qualitative data from classroom observations, student reflections, and teacher insights. The study followed the cyclical Look-Think-Act steps of action research, integrated into the SRSD model's phases. Twenty Year 5 students from an Australian Christian school participated, receiving 12 SRSD lessons focused on planning and writing persuasive texts. Data was collected at four time points: before implementing SRSD for teaching persuasive writing, during the SRSD lesson series, directly after SRSD instruction, and six weeks later. Key findings revealed significant improvements in students' persuasive writing quality and text length after SRSD instruction in both timed and untimed conditions, with a notable initial increase in timed writing performance. Self-efficacy for writing increased after SRSD instruction, but no significant increase in general writing attitudes was found. Qualitative observations indicated enhanced use of self-regulation strategies for text composing and a shift towards more positive attitudes towards persuasive writing. Students reported positive perceptions of SRSD for persuasive writing, particularly the usefulness of the opposing view persuasive structure and the STOP (Suspend judgment, Take a side, Organise ideas, and Plan more as you write) and DARE (Develop Topic Sentence, Add Supporting Details, Refute the other position, End with a Conclusion) strategies. The teacher-researcher's reflections highlighted the effectiveness of modelling, scaffolding, peer feedback, and of developing a supportive learning environment for teaching writing. These findings support using SRSD instruction to enhance persuasive writing skills in primary school classrooms, particularly in addressing the demands of timed writing. This study makes a significant contribution by providing a detailed description of an in-depth action research on SRSD implementation in an Australian primary classroom, offering insights into its feasibility and effectiveness in addressing the specific challenges of timed and untimed persuasive writing within this unique cultural context. Moreover, it is an example with practical implications that can guide educators who desire to implement the SRSD instructional model in their classroom. Based on this research, supporting students towards developing self-regulated strategies for writing and creating a collaborative writing community are seen as paramount to support effective writing in timed and in untimed conditions and help students gain independence in their writing process. Further longitudinal research is recommended to examine the long-term effects of SRSD across grade levels and to gain more insight into how writing motivation and performance may show dynamic interplays.

DOI

10.25958/2kzf-4b50

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