EFL University Students’ Self-Regulated Writing Strategies: The Role of Individual Differences

Abstract

Background. Self-regulated learning strategies play an essential role in the success of students’ learning of writing. The use of these strategies might be influenced by the student’s individual differences.
 Purpose. This study was conducted to describe EFL university students’ preferences for self-regulated writing strategies. It also examined the different use of self-regulated writing strategies by considering gender, interest in English writing, and writing achievement. Further, it measured the predictive effects of self-regulated writing strategies on the students’ writing achievement.
 Methods. This research applied a quantitative approach and involved 58 English students. The students were required to respond to a self-report survey using the Self-Regulated Learning Strategy Questionnaire. The students’ writing achievement was measured based on their scores in writing an argumentative essay. The data were then analyzed using descriptive statistics, an independent sample t-test, One Way Anova, and multiple regression.
 Results. The results uncovered that the overall use of self-regulated writing strategies was at a high level with the social environment strategy dimension on the top rank and motive on the bottom. Further analysis showed that there is no significant difference in the use of self-regulated writing strategies based on gender, interest in English writing, and writing achievement. Meanwhile, multiple regression analysis indicated the predictive effect of self-regulated writing strategies on writing achievement. To this end, teachers need to encourage students to use self-regulated writing strategies more optimally to enhance their writing quality.
 Conclusion. EFL students have invested high awareness of using self-regulated writing strategies. Along with this high awareness, students’ individual differences such as gender, interest in English writing, and proficiency level might not strongly influence the use of SRW strategies. Though not strong, the use of self-regulated writing strategies contributes to the students’ writing quality improvement.

Self-Efficacy (SE) and Motivation of the Indonesian Teacher Educator Authors (TEAs) in Writing Articles for Publication: The Bloom Digital Taxonomy (BDT) Perspective

“…The results of Mirovic and Knezevic (2018) and the current study explored the details of strategies and self-efficacy (SE), except for the affective domain in the Bloom Digital Taxonomy (BDT). Using the findings of recent studies (Wardhana, 2022;Umamah et al, 2022;Nikcevic-Milkovic et al, 2022;Yicai & Xueai, 2021;Blankenstein et al, 2019;Mirovic & Knezevic, 2018), it was concluded that self-efficacy (SE) has been examined from different perspectives and the current study adds new insights to existing knowledge of the Bloom Digital Taxonomy (BDT).…”

“…The results showed that the genre-based approach (GBA) improved academic writing proficiency and self-efficacy (SE), therefore, the current study perpetuated this suggestion. Umamah et al (2022) showed the use of self-regulated writing (SRW) procedures to enhance writing outcomes. The results confirmed the importance of SRW strategies and explained individual differences, while the current study seeks otherwise.…”

“…Self-efficacy (SE) was categorised according to the Bloom Digital Taxonomy (BDT) in the current study. Recent studies provided empirical evidence of self-efficacy (SE), which was synthesised from several surveys (Wardhana, 2022;Umamah et al, 2022;Nikcevic-Milkovic et al, 2022;Yicai & Xueai, 2021;Blankenstein et al, 2019;Mirovic & Knezevic, 2018). It was concluded that self-efficacy (SE) had been sufficiently addressed, therefore, the current study added new insights into self-efficacy (SE), which were compared and contrasted in the discussion.…”

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

“…Second, the predictive effects of self-regulated writing strategies on writing performance have also been widely explored [ 20 , 23 , 24 , 67 ]. Teng and Zhang’s study [ 20 ] revealed some strategies, such as text processing in the cognitive dimension; idea planning and goal-oriented monitoring and evaluating strategies in the metacognitive dimension; and emotional control and motivational self-talk in the motivational regulation dimension, strongly affect learners’ writing outcomes.…”

“…However, studies on language proficiency and genders have been inconclusive. Qin and Zhang [ 27 ] and Teng, Wang, and Zhang [ 28 ] found significant differences among EFL learners at different language proficiency levels in China, while Mallahi [ 71 ] and Umamah, Khoiri, Widiati, and Wulyani [ 67 ] found that language proficiency levels did not significantly influence L2 learners’ self-regulated writing strategies in EFL contexts in Iran and Indonesia. Teng, Wang, and Zhang found that female learners used more self-regulatory writing strategies than male students did, while Shen and Bai [ 24 ] found that gender and academic major were not mediating factors that influenced L2 learners’ self-regulated writing strategies.…”