Students’ Self-Regulated Strategies in Approaching Second Language Writing

Datos Bibliográficos

ID21806362
AutoresI Gusti N E Valentino Arnawa (Hasanuddin University), Burhanuddin Arafah (0000-0003-0316-8370, Hasanuddin University)
Año2023
Volumen13
Número3
Páginas690-696
Fecha de publicación2023-03-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTheory and Practice in Language Studies (JOURNAL)
Identificadores de la revistaISSN: 1799-2591 • E-ISSN: 2053-0692
EditorialAcademy Publication (PUBLISHER • GB)
DOI10.17507/tpls.1303.18
OpenAlexW4322774783
IdiomaEN
Citas recibidas17
Referencias citadas18

The requirements writers need to succeed in second language writing are demanding. Studies in this field are mostly on how second language writers could overcome writing hurdles, including writing and self-regulated strategies. Through previous literature, thematic data analyses, and cross-tabulation, this study aimed to inspect participants' writing strategy use and their perception of how these strategies affect their writing. These results showed that the participants expressed low self-efficacy based on their preference to use non-self-regulated than self-regulated strategies. The analysis also indicated a need for second language writers to write accurately due to writing anxiety. Additionally, the findings showed the need for self-regulated strategy-based instruction for second language writing

Anxiety · Linguistics · Mathematics education · Perception · Preference · Qualitative research · Second language · Second language writing · Sociology · Thematic analysis · Arabic Language Education Studies · Communication · Computer Science · Educational Methods and Media Use · English Language Learning and Teaching · Psychology