Use of Self-regulated Learning Strategies in Paragraph Writing at Van Lang University


  • Mai Thi Thanh Tran Van Lang University


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.

Author Biography

Mai Thi Thanh Tran, Van Lang University

Ms. Mai Thi Thanh Tran, an EFL lecturer at Van Lang University, has been teaching English for more than twelve years. As an EFL lecturer and a material writer, she has published extensively on various EFL issues both nationally and internationally. Her current professional interests include techniques and approaches in teaching, literature learning and play activities.


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How to Cite

Tran, T. T. M. (2021). Use of Self-regulated Learning Strategies in Paragraph Writing at Van Lang University. International Journal of TESOL & Education, 1(3), 1–13. Retrieved from