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All Journal Jurnal Bahasa dan Sastra ELT Forum: Journal of English Language Teaching Tonil, Jurnal Kajian Sastra, Teater dan Sinema Jurnal Peduli Masyarakat Journal of English Education Program (JEEP) Journal of English Language and Education Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Metathesis: Journal of English Language, Literature, and Teaching ELT Forum: Journal of English Language Teaching
Hapsari, Christianti Tri
Universitas Negeri Semarang
Arts Humanities Earth & Planetary Sciences Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences Other

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Journal : Journal of English Education Program (JEEP)

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EFL LEARNERS’ SELF-REGULATION SKILLS IN TECHNOLOGY-ENHANCED FACTUAL AND CRITICAL WRITING Fitriati, Sri Wuli; Wijayatiningsih, Testiana Deni; Farida, Alief Noor; Hapsari, Christianti Tri
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.102756

Abstract

This study aimed to examine how EFL learners' self-regulation skills manifest during technology-enhanced factual and critical writing. This study combined platforms such as WhatsApp, Zoom meetings, and e-learning to explore students' metacognition, self-concept, self-monitoring, motivation, and strategy formation in writing factual and critical texts. Employing a descriptive approach, this study used a five-point Likert-scale questionnaire to investigate 35 EFL students' self-regulation during writing. A genre-based approach was implemented in class to improve students' self-regulation skills in four stages: creating and activating prior information, talking, modelling, memorizing, supporting, and independent performance. This study found that students' self-regulation of factual and critical writing showed metacognition through preparation, goal setting, and reducing disruptions. Second, critical thinking and learning styles revealed the students' self-concept. Self-monitoring was observed based on students' awareness, activities, and self-management. Students were motivated in terms of driving, willingness, and self-confidence in writing skills. Finally, students' strategy formation involves topic knowledge, student needs analysis, searchability evaluation, feedback, idea generation, writing initiation, outlining, drafting, revision before submission, and proofreading. Self-regulation in factual and critical writing was achieved through staged activities: material activation, interaction, modelling, memorization, support, and independent performance, leading students to cognitive and affective mastery in critical writing. In conclusion, this study confirms that students' success in factual and critical writing is closely linked to their self-regulation. These findings imply that writing instruction should explicitly scaffold self-regulation through sequential activities, as presented in this study.
Co-Authors Agung Ginanjar Anjaniputra Alfiqri, Fahmi Alief Noor Farida Aryani, Oktianti Dwi Barata, Miftha Nugi Cahyani, Risma Putri Chairunnisa, Nadya Zulfa Chodhori, Mutiara Didit Kurniadi Fahrur Rozi Fitriari, Sri Wuli Isnani, Shinta Ivada, Ega Nurdianis Kholid, Kholid Mahanani, Dwi Herwindha Putra, Angga Pratama Armaddi Rahayu Puji Haryanti Rahmawati, Yusi Saqifanty, Awanda Bramantika Sari, Woro Apriliana Setyo Jati, Kukuh Sri Wahyuni Sri Wuli Fitriati Sukma, Nahdia Sabrina Testiana Deni Wijayatiningsih Thohiriyah, Thohiriyah