The Effect of Self-Regulated Learning Strategies on English as a Foreign Language Writing

Abstract

The present study examines the relationship between Self-Regulated Learning (SRL) writing strategies and writing proficiency among English as a foreign language (EFL) learners. This study also explores the size of influence that the SRL writing strategies have on writing performance for Saudi EFL learners. Online questionnaire as well as a writing test was conducted and a total of 50 (25 males and 25 females) Saudi English language majors’ at Qassim University were involved in the study and answered the online documents. The questionnaire findings were analyzed statistically using SPSS while the writing test adopted a content analysis. The results showed that the respondents reported a medium level of utilizing SRL writing strategies. Furthermore, there was a positive relationship between using the SRL writing strategies and writing proficiency. The learners who used these strategies have been observed to have more writing length and potential depth. However, the analysis has shown that there were no significant gender differences in utilizing SRL writing strategies.