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All Journal INFERENCE: Journal of English Language Teaching
Maylina Aprillyani
University of Singaperbangsa Karawang

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EXPLORING EFL STUDENTS’ SELF-REGULATED LEARNING IN COLLABORATIVE WRITING: A QUALITATIVE STUDY Maylina Aprillyani; Yousef Bani Ahmad; Khoirul Bariyyah
INFERENCE: Journal of English Language Teaching Vol. 9 No. 2 (2026): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v9i2.3735

Abstract

This qualitative study explores how EFL students demonstrate self-regulated learning (SRL) in collaborative writing at the senior high school level. Guided by Zimmerman and Moylan’s (2009) cyclical SRL model and Lowry and Lowry’s (2004) collaborative writing procedures, this study employed observation, student notes documentation, and focus group discussions. The participants were six tenth-grade students from a senior high school in Karawang, West Java, Indonesia. The findings revealed that students demonstrated partial SRL behaviors across the forethought, performance, and self-reflection phases, with self-reflection emerging as the weakest phase. Several challenges were identified, including linguistic inferiority complex, limited background knowledge, individual writing preference, product-oriented pragmatism, and environmental constraints. Supporting factors included teacher scaffolding, peer co-regulation, technology use, environmental support, and individual motivation. The findings highlight the importance of strengthening reflective practices and structured support to foster students’ SRL in collaborative writing.
Co-Authors Khoirul Bariyyah Yousef Bani Ahmad