Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays

Abstract

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.

Students’ Perspective on Project-Based Assessment in Writing Classroom

“…After completing Project-Based Assessment, students have different responses about project based-assessment such as writing is not easy; it is also in accordance with Umamah and Cahyono (2020) quoted from Ferretti & Graham (2019) that writing is a challenging process for students because writing is quite tricky in developing a sentence into an essay. Schleppegrell and Go (2007) also added that writing is difficult, especially for those who are just starting to learn as they express their ideas.…”

Self-Regulated Writing (Srw) Strategies During the Completion of Dissertation: A Case Study

“…Some EFL students may be less concerned with their language use, particularly in written communication. (Umamah & Cahyono, 2020). However, dealing with English academic writing, especially a dissertation, Paltridge (2004) suggests that students focus on their grammaticality, organization, and arguments.…”

“…Self-regulated students are those who are metacognitively aware of every process of learning something (Lukes, Jones, & McConnell, 2021;Widharyanto & Binawan, 2020). In the context of higher education, the strategies can allow doctoral students to be more familiar with how to use their cognition, plan their goals, control their emotions, set their environment, and control their motivation in the process of dissertation completion (Abadikhah, Aliyan, & Talebi, 2018;Umamah & Cahyono, 2020). Understanding the use of SRW strategies can assist doctoral students who are in the process of completing their final dissertations in arranging their plans, setting and monitoring targets, organizing emotion, managing the thinking process, and creating environments.…”

“…Due to the importance of SRW strategies, some empirical studies have been conducted to examine the use of the strategies for the completion of tasks (e.g., Abadikhah et al, 2018;Teng & Zhang, 2016;Umamah & Cahyono, 2020). Teng and Zhang (2016) found that the students generally used several SRW strategies to complete their L2 writing tasks, such as idea planning, peer learning, goal-oriented monitoring and evaluating, feedback handling, and self-talk.…”

“…Abadikhah et al (2018) revealed that six dimensions of SRW strategies, namely motive, method, time, physical environment, social environment, and performance were differently used by the students at different proficiency levels. To support this idea, in a recent study, Umamah and Cahyono (2020) also found that students used academic or journal articles as sources to gain their ideas, and in completing their writings, they used other strategies, namely asking for proofreading and revising works.…”