An Analysis of Self-Regulated Learning Practices in Writing Among ESL/EFL Learners
DOI:
https://doi.org/10.17507/tpls.1503.11Keywords:
self-regulated learning, self-reflective practices, self-efficacy, motivation, ESL & EFL writingAbstract
Examining the qualitative and quantitative applications of self-regulated learning and self-reflective writing strategies by ESL and EFL students was the main objective of the study. To do an extensive analysis of the students' writing processes, the study collected written drafts from the students, conducted in-person interviews with the students, and used questionnaires to analyze the students' writing process experiences. Personal interviews with students also provided a qualitative element by providing more in-depth understanding of the unique experiences, difficulties, and driving forces behind their writing habits. Additionally, the gathering and examination of written drafts provided an invaluable source of information for comprehending the real-world implementation of self-regulated learning techniques within the framework of authentic writing assignments. Finally, a questionnaire survey was carried out in order to demonstrate statistically the differences in students' writing practices. In SPSS V25, a number of t-tests were computed to contrast and compare the qualitative and quantitative data. The goal of this multi-method approach was to give ESL and EFL students a comprehensive grasp of how they apply reflective practices and self-regulated learning to their writing projects. Variations based on the learners' target language group (EFL / ESL), gender (male / female), and level (undergrad / postgrad) were investigated in the data analysis.
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