Efl undergraduate students’ self-regulation in thesis writing:  help-seeking and motivation-regulation

Mbato, Concilianus Laos; Cendra, Anastasia Nelladia

doi:10.26486/jele.v5i1.949

Cited by 21 publications

(37 citation statements)

References 31 publications

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“…This finding indicates most graduate students are capable of repeating similar academic writing success if they have been exposed to this kind of positive learning nuance in their past time. This fourth finding is corresponding with the previous finding discovered by (Mbato & Cendra, 2019). They found that undergraduate students' motivation in thesis writing will be nourished consistently if meaningful and continuous supports are always given by their thesis advisors.…”

Section: Resultssupporting

confidence: 89%

“…It is worth restating here that there are seven current studies of academic writing conducted around the globe. The first study was conducted by (Mbato & Cendra, 2019). They discovered that self-regulated EFL learners can accomplish their undergraduate thesis writing since they have known how to seek help from others and maintain their learning motivation continuously.…”

Section: Introductionmentioning

confidence: 99%

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Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers

Wijaya

Mbato

2020

ELTWW

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It is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method

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Section: Resultssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers

Wijaya

Mbato

2020

ELTWW

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“…Nevertheless, little research has discussed self-regulation in thesis writing course, especially in motivation (Mbato & Cendra, 2019). According to Mbato and Cendra (2019), motivation-regulation is a paramount aspect for students in thesis writing course as it helps the students to maintain their motivation as well as assist them to find help when it is needed. This topic is relevant to the educational context in Indonesia as writing a thesis is a requirement for the students to graduate.…”

Section: Introductionmentioning

confidence: 99%

Exploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing

Diasti

Mbato

2020

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Self-regulation is an ability that helps the students to maintain their effort in achieving their goals. In self-regulation, students can plan, monitor, and evaluate their learning process. Self-regulation encompasses many aspects. One of them is motivation. Motivation is considered as one of the important aspects of the learning process. Concerning the educational context in Indonesia, thesis writing course is a compulsory course. However, students are required to do the task independently. Therefore, students have to be self-regulated learners during the process of thesis writing. This study aims to investigate students’ motivation-regulation strategies in thesis writing. There were 9 participants involved in this study. The participants were students of English Language and Education Study Program of Sanata Dharma University. This study belongs to mixed-method research. Questionnaire and interview were used as instruments to collect the data. The results of this study revealed that the participants used some motivation-regulation strategies, namely, self-consequating, environmental structuring, goal-oriented self-talk, interest enhancement, and attribution control. Additionally, the majority of the participants were apt to procrastinate writing their thesis. The implications are provided for undergraduate students, thesis advisor, and future researchers.

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“…They did not investigate as the major topic the assessment as learning in programs of teaching and learning English as a foreign language. Other researchers researched into the central component of the assessment as learning, that is, self-regulated learning, but they did not mention the assessment as learning in their research (Oz, 2014;Burner, 2015;Mican and Medina, 2015;Purwanti, 2015;Wei, 2015;Wang, 2016;Huang, 2016;Saefurrohman, 2017;Ahmed and Abouabdelkader, 2018;Dewi, Marlina, dan Supriyono, 2019;Mbato and Cendra, 2019;Zainuddin, Habiburrahim, Muluk, and Keumala, 2019;Cho, Yough, and Levesque-Bristol, 2020;Nawas, 2020). Moreover, levels of education in which those researches of the assessment as learning in programs of teaching and learning English as a second or foreign language took place are early education (Britton, 2015), elementary school (Lee, Mak, and Yuan, 2019;Tante, 2018), and high school (Saefurrohman, 2015;Lee, 2017), not higher education.…”

Section: Introductionmentioning

confidence: 99%

Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education

Prihantoro

Hermawan

2021

International Journal of Educational Spectrum

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The paper intends to describe how English-as-aforeign-language lecturers succeed and fail to apply the assessment as learning in programs of teaching and learning English as a foreign language in higher education. The explanatory mixed-methods were conducted to survey 57 respondents in the higher education institutions in the Special Province of Yogyakarta, Indonesia and to interview 8 respondents in the high-level group of applying the assessment. Two criteria of success and failure are (1) to promote active and proactive learning and (2) to result in a good learning outcome. The findings indicate that some of the lecturers succeeded in promoting active and proactive learning of peer assessment, self-assessment, self-reflection in and outside the classrooms, and no criteria compliance, providing oral and written feedback to students, and resulting in good final grades. A lecturer failed to apply the assessment for her limited knowledge, and some lecturers failed because of their low achieving students and had no time to give feedback.

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Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

Cited by 21 publications

References 31 publications

Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers

Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers

Exploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing

Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education

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