This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and social environment. Out of the total number of respondents, four proficient students were involved in a semi-structured interview. The interview was aimed at knowing the students’ use of SRW strategies in the planning, execution, and evaluation (PLEE) cyclical model of process writing. The result of the questionnaire data analysis showed that the students use all of the six dimensions of SRW strategies, with the highest mean for the social environment dimension and the lowest mean for the motive dimension. The result of the interview data analysis revealed that the proficient students also use the six dimensions of SRW strategies. Still, they dominantly apply the method, performance, and social environment dimensions of SRW strategies.

This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.

This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners' speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS) and a 10 item self-assessment of speaking proficiency. The statistical analysis revealed that gender provided significant effects on the intensity of use of six types of strategies of learning speaking skill – interactional-maintenance, self-evaluation, fluency-oriented, time gaining, compensation, and interpersonal strategies – with female learners reporting higher intensity of use. A further analysis found that four strategy types – interactional-maintenance, self-improvement, compensation, and memory strategies – greatly contribute to the speaking proficiency. These findings imply that strategies-based instruction, covering the four most influential strategies, needs to be integrated explicitly in the speaking class to help learners, particularly male learners, cope with problems in learning speaking skill.

This current study focuses its investigation on the skill-based language learning strategies by junior high school students in Indonesia. The purposes of this study are (1) to measure the intensity of use of learning strategy in learning writing skill, (2) to examine the correlation among the strategy categories of learning writing skill, and (3) to compare the use of learning strategies of learning writing by successful and less successful learners. The data were obtained from 257 students from two schools in Malang by administering a questionnaire from O'Malley and Chamot (1990). The strategies are classified into cognitive, metacognitive, and social/affective strategies. The result of the statistical analysis shows that the overall use of strategies of learning writing skill by Indonesian junior high school students is at moderate level (2.65) with cognitive strategies reported at the highest use (2.80). It is also revealed a strong correlation among the three learning strategies -cognitive, metacognitive, and social/affective with cognitive and metacognitive at the strongest correlation (.60

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.