| dc.description.abstract | This study aims to investigate undergraduate students’ self-regulation in responding
to feedback for writing classes in the context of English as a Foreign Language
(EFL). The study used a descriptive qualitative approach. The participants are two
final-year EFL university students from a private university in Yogyakarta. They
were selected based on the criterion that they had completed all writing courses in
their undergraduate degree. Data were collected through semi-structured interviews
recorded in Bahasa Indonesia based on Zimmerman & Risemberg’s theory (1997)
of self-regulated learning. Data were analyzed through thematic analysis. The result
showed that participants actively applied self-regulation strategies such as goal
setting, planning, self-monitoring, and reflection during the drafting and revising
process. Prior writing experiences and emotional responses, also influenced how
they understood and used feedback. Participants with higher self-regulation skills
showed greater autonomy and improvement in their writing performance.
Furthermore, participants viewed feedback not only as a form of evaluation but also
as a source of learning, especially when the feedback was constructive and aligned
with their writing goals. These findings have important implications for writing
pedagogy in EFL contexts, emphasizing the need for structured guidance that
supports students’ development of self-regulation. | en_US |
