Students’ Self-Regulated Strategies in Approaching Second Language Writing

Dados Bibliográficos

ID21806362
AutoresI Gusti N E Valentino Arnawa (Hasanuddin University), Burhanuddin Arafah (0000-0003-0316-8370, Hasanuddin University)
Ano2023
Volume13
Fascículo3
Páginas690-696
Data de publicação2023-03-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTheory and Practice in Language Studies (JOURNAL)
Identificadores do periódicoISSN: 1799-2591 • E-ISSN: 2053-0692
EditoraAcademy Publication (PUBLISHER • GB)
DOI10.17507/tpls.1303.18
OpenAlexW4322774783
IdiomaEN
Citações recebidas17
Referências 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