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

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

EFL Students Develop Cognitive and Metacognitive Self-Regulated Writing Strategies Using Automated Feedback: A Case Study

“…In this respect, Geng and Razali (2022), and Karagul and Seker (2021) revealed automated feedback significantly enhanced students' self-regulated learning while developing cognitive, metacognitive, motivational, and social strategies through daily practices. Wijaya (2021) found that selfregulated strategies help EFL students become metacognitively and motivationally independent, competent, and strategic academic writers. Additionally, the current study findings pointed to the effect of automated feedback on writing performance.…”

“…The findings emphasized the significance of improving metacognitive regulatory skills for the writing performance of university EFL learners. Considerable research (Chen et Wijaya, 2021) investigated cognitive and metacognitive self-regulated learning in second language (L2) writing, highlighting its correlations with strategic interventions. The studies found that the most successful selfregulators are characterized by elevated cognitive, metacognitive, and motivational components of self-regulated learning.…”

“…Students need not only strong linguistic capabilities to compose correct texts that observe language lexical, syntactic, and semantic aspects, but they also need planning, monitoring, and revising strategies to write effectively. In this respect, considerable research (Chen et Zimmerman, 2002Zimmerman, , 2013Wijaya, 2021) indicated that students need to develop cognitive and metacognitive self-regulated strategies to improve writing performance. Mastering self-regulated strategies is crucial for becoming EFL proficient writers (Wijaya, 2021).…”

“…In this respect, considerable research (Chen et Zimmerman, 2002Zimmerman, , 2013Wijaya, 2021) indicated that students need to develop cognitive and metacognitive self-regulated strategies to improve writing performance. Mastering self-regulated strategies is crucial for becoming EFL proficient writers (Wijaya, 2021). These studies found that writing performance is influenced by cognitive strategies, including language usage and writing revision, along with metacognitive strategies that encompass idea planning, goal-oriented monitoring and evaluation, as well as motivational and social tactics.…”

English Education Master Students’ Perceptions on Developing Critical Thinking Skills in Academic Writing

“…Husin and Nurbayani (2017) prompted Indonesian EFL teachers to continually instill more interactive academic writing activities to preserve their volition to rehearse their academic writing skills meaningfully. Wijaya (2021) discovered that the majority of graduate university EFL learners having been well-equipped with self-regulated learning skills were better in coping with all academic writing learning hurdles resulted in more satisfying academic writing achievements.…”