| dc.description.abstract | Recently, several studies have tried to identify an Indonesian EFL higher
education student’s writing skills using a variety of writing strategies or methods.
The present study aims to identify Indonesian EFL higher education students using
self-regulated writing (SWR) strategies in their academic writing. The study was
conducted in a quantitative method to 91 respondents using a questionnaire
consisting of 60 items on a 5-Likert scale that assessed six dimensions of selfregulated writing strategies by Abadikhah, Aliyan, and Talebi (2018), namely
performance, method, social environment, physical environment, time, and motive
as an aspect that could measure the student’s self-regulated writing. The
respondents were students from cohort 2020 who took English Language Education
major in a private university in Indonesia. The descriptive analysis showed that the
respondents used the strategy of self-regulated writing (3.97), with the performance
dimension (4.22) as the highest dimension. In contrast, the respondents used the
motive dimension (3.68), the lowest among the respondents. The findings also
indicated a probability of the student’s low action to seek revision and feedback on
the assignments from their peer, suggesting a critical need to promote the students
a peer review activity to improve the quality of the paper. The implications of the
study were discussed. | en_US |
