Use of Self-regulated Learning Strategies in Paragraph Writing at Van Lang University
Keywords:self-regulated learning strategies, challenges, paragraph writing.
This cross-sectional study aims to find out what self-regulated learning (SRL) strategies the English-majored freshmen at Van Lang University in Vietnam exploited during the academic writing course and their challenges when using such SRL ones. 100 English-majored freshmen selected randomly from twenty Writing-2 classes in the second semester of the school year 2020-2021 made up the paper’s participants. To collect the relevant data, a set of 30-item questionnaires, which are categorized into six dimensions: motive, method, time, performance, physical environment, and social environment, served as the instrument, accompanied by interviews. Descriptive analysis revealed that students used SRL strategies in their writing moderately. The findings indicated that most students had difficulties using three dimensions: time management, method, and motive in writing. Despite a number of writing challenges, students tended to take up dimensions, namely physical and social environment, to surpass their writing difficulties.
Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students’ attitudes towards self-regulated learning strategies in academic writing. Issues in Educational Research, 28(1), 1-17.
Andrade, M. S., & Evans, N. W. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. Routledge.
Andrade, M. S., & Evans, N. W. (2015). Developing self-regulated learners: Helping students meet challenges. In ESL Readers and Writers in Higher Education (pp. 127-143). Routledge.
Bai, B., & Wang, J. (2021). Hong Kong secondary school students’ self-regulated language learning strategy use and English writing competence: Influences of motivational beliefs. System, 96, 378-399. Retrieved from the World Wide Web: https://doi.org/10.1016/j.system.2020.102404
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: SAGE.
Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100(5), 473-490.
Dembo, M. H. (2004). Motivation and learning strategies for college success: A self- management approach (2nd ed.). Mahwah, NJ: Erlbaum.
Do, T. D. M. (2018). The effects of mind mapping technique on students’ paragraph writing – An experimental study at Viet Anh High school. Proceeding of the 3rd International TESOL conference. Ho Chi Minh University of Education publishing house.
Elsegood, S., & Rahimi, A. (2009). Using computer supported reasoning mapping to teach EFL learners critical reasoning and academic writing. AsiaCALL Online Journal, 4(1), 81-102. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/7
Goy, N. (2017). An action research on the development of self-regulated writing strategies of Turkish EFL students. Eurasian Journal of Applied Linguistics, 3(2), 191-204.
Ndoricimpa, C., & Barad, D. P. (2021). Does online instruction in discourse conventions of literary analysis affect L2 students’ critical stance in academic writing? A longitudinal study. AsiaCALL Online Journal, 12(4), 66-87.
Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeider (Eds.), Handbook of self-regulation, 451-502. Burlington, MA: Elsevier Academic Press.
Pham, V. P. H., & Usaha, S. (2009). Blog-based peer response for EFL writing: A case study in Vietnam. AsiaCALL Online Journal, 4(1), 1-29. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/1
Teng, L. S. (2021). Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research. Retrieved from the World Wide Web: https://doi.org/10.1177/13621688211006881
Zimmerman, B. J. (1998). Academic study and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2-3),73-86.
Zimmerman, B. J. (2000). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem-solvers. In J. E. Davidson & R. J. Sternberg (Eds.). The psychology of problem solving, 233-262. Cambridge University Press.
How to Cite
Copyright (c) 2021 Mai Thi Thanh Tran
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.