Students’ Self-Regulated Strategies in Approaching Second Language Writing

Abstract

The requirements writers need to succeed in second language writing are demanding. Studies in this field are mostly on how second language writers could overcome writing hurdles, including writing and self-regulated strategies. Through previous literature, thematic data analyses, and cross-tabulation, this study aimed to inspect participants' writing strategy use and their perception of how these strategies affect their writing. These results showed that the participants expressed low self-efficacy based on their preference to use non-self-regulated than self-regulated strategies. The analysis also indicated a need for second language writers to write accurately due to writing anxiety. Additionally, the findings showed the need for self-regulated strategy-based instruction for second language writing.