English Education Master Students' Self-Regulated Learning Strategies in Academic Writing

  • Kristian Florensio Wijaya sanata dharma universiy
Keywords: Self-regulated learning strategies, academic writing, qualitative content analysis, academic L2 writers

Abstract

English Education Master Students’ Self-Regulated Learning Strategies in Academic Writing

Kristian Florensio Wijaya

Sanata Dharma University, Yogyakarta

kristianwijaya500@gmail.com

 

 

Abstract

There is a propensity for language teachers to handicap graduate students as independent, competent and strategic academic writers. Therefore, it is easier to discover graduate students struggling intensely to produce and publish qualified academic writing products to targeted journal articles. Due to this ubiquitous fact, self-regulated learning strategies need to be entrenched potently within L2 academic writers to enable them to become more mindful, resourcefulness, autonomous, and proficient academicians who excel in their subject-specific fields. This was a small-scale qualitative study implementing qualitative content analysis to obtain a more obvious portrayal regarding some specific phenomena taken place in one particular circumstance. To fulfill this objectivity, two research instruments were utilized in this study namely the Likert-scale Questionnaire and interview protocols to maintain the robustness of the data gathering processes. 15 English Education Master Students together with 3 selected interviewees were also invited to fill out the questionnaire and participate in the interview activities. In line with the gathered data, the qualitative results revealed that the majority of English Education Master Students have transformed into more life-long and proficient academic L2 writers for they continuously showed greater resilience, efforts, commitment to accomplish various academic writing projects.   

Keywords: Self-regulated learning strategies, academic writing, qualitative content analysis, academic L2 writers

 

References

Andrade, M. S., & Evans, N. W. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. Routledge.

Boekaerts, M. (1999). Self-regulated learning: Where we are today. International journal of educational research, 31(6), 445-457.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Self-regulation: An introductory overview. In Handbook of self-regulation (pp. 1-9). Academic Press.

Boscolo, P., & Hidi, S. (2006). The multiple meanings of motivation to write. In Writing and motivation (pp. 1-14). Brill.

Brunstein, J. C., & Glaser, C. (2011). Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills: A randomized controlled trial. Journal of educational psychology, 103(4), 922.

Creswell, J. W., & Clark, V. L. P. (2004). Principles of qualitative research: Designing a qualitative study. Office of Qualitative & Mixed Methods Research, University of Nebraska, Lincoln.

Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.

Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE open, 4(1), 1-10.

Fahim, M., & Rajabi, S. (2015). Applying self-regulated strategy development model of instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners. International journal of research studies in education, 4(2), 29-42.

Finney, S. J., Barry, C. L., Horst, S. J., & Johnston, M. M. (2018). Exploring profiles of academic help seeking: A mixture modeling approach. Learning and individual Differences, 61, 158-171.

Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157.

Fujioka, M. (2001). Asian students’ English writing experience. The Language Teacher, 25(11).

Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students' composition skills: Effects of strategy instruction and self-regulation procedures. Journal of educational psychology, 99(2), 297.

Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and writing, 26(1), 1-15.

Hammann, L. (2005). Self-regulation in academic writing tasks. International journal of teaching and learning in higher education, 17(1), 15-26.

Harris, K. R., Lane, K. L., Graham, S., Driscoll, S. A., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies development in writing: A randomized controlled study. Journal of Teacher Education, 63(2), 103-119.

Hashemian, M., & Heidari, A. (2013). The relationship between L2 learners’ motivation/attitude and success in L2 writing. Procedia-Social and Behavioral Sciences, 70, 476-489.

Khomeijani Farahani, A. A., & Faryabi, F. (2017). The role of self-regulated learning capacities in Iranian EFL undergraduates’ argumentative writing task performance. Research in English Language Pedagogy, 5(2), 203-222.

Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of advanced academics, 20(1), 42-68.

Lane, K. L., Graham, S., Harris, K. R., & Weisenbach, J. L. (2006). Teaching writing strategies to young students struggling with writing and at risk for behavioral disorders: Self-regulated strategy development. Teaching Exceptional Children, 39(1), 60-64.

Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer Singapore.

Li, M., Zheng, C., Liang, J. C., Zhang, Y., & Tsai, C. C. (2018). Conceptions, self-regulation, and strategies of learning science among Chinese high school students. International Journal of Science and Mathematics Education, 16(1), 69-87.

Mbato, C. L. (2013). Facilitating EFL learners' self-regulation in reading: implementing a metacognitive approach in an Indonesian higher education context.

Meehan, K. B., Ueng-McHale, J. Y., Reynoso, J. S., Harris, B. H., Wolfson, V. M., Gomes, H., & Tuber, S. B. (2008). Self-regulation and internal resources in school-aged children with ADHD symptomatology: An investigation using the Rorschach inkblot method. Bulletin of the Menninger Clinic, 72(4), 259-282.

Mehrabi, M., Kalantarian, S. R., & Boshrabadi, A. M. (2016). The interplay between self-regulation strategies, academic writing achievement and gender in an Iranian L2 context. Journal of Applied Linguistics and Language Research, 3(2), 230-239.

Naibaho, L. (2016). Improving Students’ Essay Writing Ability through Consultancy Prewriting Protocol at Christian University of Indonesia. The Asian EFL Journal, 3, 147-160.

Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Taylor & Francis.

Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of advanced academics, 22(2), 194-218.

Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & writing quarterly, 23(1), 7-25.

Sholeh, A. (2019). Self-Regulated Learners in Voluntary Reading: The effects and Implications on EFL Reading Classes. Journal for the Education of Gifted Young Scientists, 7, 867-883.

Takagi, A. (2001). The need for change in English writing instruction in Japan. Language Teacher Kyoto JALT, 25(7), 5-10.

Teng, L. S., & Zhang, L. J. (2016). A questionnaire‐based validation of multidimensional models of self‐regulated learning strategies. The Modern Language Journal, 100(3), 674-701.

Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13(2), 213-240.

Wang, H. H., Chen, H. T., Lin, H. S., & Hong, Z. R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research & Development, 36(1), 201-216.

Wolters, C. A. (2011). Assessing strategies for the self-regulation of motivation. Handbook of self-regulation of learning and performance, 298-312.

Wolters, C. A., & Mueller, S. A. (2010). Motivation regulation. 631-635.

Yanar, B. H., & Bümen, N. T. (2012). Developing a self-efficacy scale for English. Journal of Kastamonu Education, 20(1), 97-110.

Zhang, L. J., Thomas, N., & Qin, T. L. (2019). Language learning strategy research in system: looking back and looking forward. System, 84, 87-92.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

Zimmerman, B. J., & Schunk, D. H. (2001). Reflections on theories of self-regulated learning and academic achievement. Self-regulated learning and academic achievement: Theoretical perspectives, 2, 289-307.

Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance. Handbook of self-regulation of learning and performance, 1-12.

Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encourage Self-Regulated Learning in the Classroom. MERC Publications, 1-19.

Published
2021-02-05