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All Journal Jurnal Celtic Journal of English and Education ELT Echo IJIE (Indonesian Journal of Informatics Education) Jurnal Pengabdian Pada Masyarakat Linguistics and Elt Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Voices of English Language Education Society PrimaryEdu - Journal of Primary Education Indonesian TESOL Journal Refleksi Pembelajaran Inovatif PANYONARA: Journal of English Education Pioneer: Journal of Language and Literature Lingua Pedagogia Academic Journal Perspective : Education, Language, and Literature Unisia The Journal Of English Teaching For Young And Adult Learners
Astri Hapsari
Prodi Pendidikan Bahasa Inggris Universitas Islam Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Linguistics and Elt Journal

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EFL Students’ Writing Self-Efficacy and Writing Self-Regulated Strategies in Undergraduate Thesis Writing Hapsari, Astri
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.26663

Abstract

This study attempts to map undergraduate students’ writing self-efficacy and writing self-regulated learning strategies in the process of writing their undergraduate thesis. This survey study was conducted in Thesis Proposal Writing coursework in a private university in academic year 2022/2023. Eighty-six students agreed to participate in this study by filling out a questionnaire, and eight students were interviewed to obtain more information about their responses to the questionnaire. The findings indicate that the students’ writing self-efficacy were categorized into medium (M=4,7872, SD=1,138), which means they believe either maybe or basically can do the writing ability stated in the items. They were relatively more efficacious in the use of English writing (M=4,936, SD=1,199), but less efficacious in grammar and spelling (M=4,69, SD=1,062). In terms of writing self-regulated strategies, most students sometimes used writing self-regulated strategies; the most frequently used SRL strategies were self-consequences strategies (M=2,41; SD=0,641) and self-evaluation strategies (M=2,35; SD=0,693) while the least frequently used strategies were self-monitoring strategies (M=1,755, SD=0,793). From these findings, the author suggests that students should be supported to enhance their writing self-efficacy and self-regulated learning strategies by providing more cohesive and coherent written corrective feedback. By doing so, they will be more efficacious in terms of ideation, organization, grammar, and spelling in writing their undergraduate thesis. It will also enhance their behavioral self-regulated learning strategies in the domain of self-monitoring strategies
Co-Authors Arliyanti, Devi Burhanudin Rais Diah Agustina Ratu Fahmi Gunawan Fatmasari, Tiara Ayu Genti Putri Dwi Redjeki Hazhira Qudsyi Hepi Wahyuningsih Miftah Haniful Ammar Mohammad Izam Ghali Muhammad Mukhlas Muzdalifah, Afni Febriani Ninik Tri Astutik Nugroho, Hafidz Satrio Pertiwi, Puteri Rahmadhani, Zulva Resnia Novitasari Rr Putri Intan Permata Sari Tasdiq Jibran Prameswara