A Survey Of Self-regulated Writing Strategies Among Indonesian EFL Students In Higher Education

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.