EXPLORING SELF-REGULATED WRITING STRATEGIES AMONG NON-ENGLISH MAJOR EFL STUDENTS

Tran Ha Thi
Department of Foreign Languages, Trade Union University
Email: thith@dhcd.edu.vn

Abstract

This study explored the use of self-regulated writing strategies among non-English major students in an EFL context and examined their relationship with writing ability. Using a questionnaire and an open-ended question, data were collected from 95 students. The results showed that students reported high use of planning, monitoring, and evaluating strategies, but their writing ability was only at a moderate level. Correlation analysis revealed weak to moderate positive relationships between strategy use and writing ability, with evaluating strategies showing the strongest association. Qualitative findings indicated that students faced difficulties in vocabulary, grammar, and idea development, suggesting that strategies may not be applied effectively. The study highlights the need to improve the quality of strategy use to enhance writing performance.

Keywords: self-regulated learning, non-English majors, writing performance

Article Type: Open Access

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