Effects of utilizing self-regulated learning-based instruction on EFL students’ academic writing skills: a mixed-method investigation

Despite the growing prevalence of Self-Regulated Learning in education, its application in writing contexts to enhance students’ academic writing skills still needs to be explored and warrants urgent attention. Owing to this, the current study scrutinized the effectiveness of self-regulated learning...

Celý popis

Uloženo v:

Podrobná bibliografie
Vydáno v:	Asian-Pacific journal of second and foreign language education Ročník 10; číslo 1; s. 15 - 26
Hlavní autoři:	Anggraeni, Candradewi Wahyu, Mujiyanto, Januarius, Rustipa, Katharina, Widhiyanto
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Berlin/Heidelberg Springer Berlin Heidelberg 01.12.2025 Springer Nature B.V SpringerOpen
Témata:	Academic writing Academic writing skills Applied Linguistics Argumentative essay Case studies College students Data Diaries Education English (Second Language) English as a second language instruction Higher education Interviews Language Education Learning Mixed methods research Regular writing instruction Scholarship Second language writing Second language writing instruction Self Efficacy Self regulation Self-regulated learning-based instruction Skills Statistics Student writing Student Writing Models Teachers Teaching Teaching and Teacher Education Writing Writing instruction Writing Skills Argumentative essay Academic writing skills Self-regulated learning-based instruction Regular writing instruction Self-efficacy
ISSN:	2363-5169, 2363-5169
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

Popis
Shrnutí:	Despite the growing prevalence of Self-Regulated Learning in education, its application in writing contexts to enhance students’ academic writing skills still needs to be explored and warrants urgent attention. Owing to this, the current study scrutinized the effectiveness of self-regulated learning-based instruction and regular writing instruction on academic writing skills among university EFL students with varying self-efficacy levels and explored the students’ voices regarding the effectiveness of these two instructional models. This study applied experimental research and a case study in the explanatory sequential mixed-methods framework. Descriptive statistics and paired sample t-tests were utilized to examine the quantitative data of tests and questionnaires. At the same time, a thematic analysis was conducted to explore the qualitative data of observations, writing diaries, and semi-structured interviews. The results revealed that self-regulated learning-based instruction effectively enhanced academic writing skills across different self-efficacy levels while uncovering its benefits and challenges. This study has notable practical implications, providing valuable insights to educators, researchers, and practitioners in education, language learning, and writing instruction.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	2363-5169 2363-5169
DOI:	10.1186/s40862-024-00317-6