Self-regulated learning and students’ writing after Covid: A correlational study
DOI:
https://doi.org/10.53696/27753719.51250Keywords:
self-regulated learning, writing skill, post-pandemicAbstract
The shift to independent, home-based learning during the COVID-19 pandemic created isolated educational environments that likely fostered self-regulated learning (SRL) practices among students. Building on this context, this study investigates the relationship between self-regulated learning and students’ writing skills in the post-pandemic era, while also identifying the specific SRL strategies employed during writing tasks. Adopting a quantitative correlational design, the research involved 33 tenth-grade senior high school students. Data were gathered through an adapted self-regulated learning questionnaire and a reflective essay writing test, with Spearman’s rho correlation used for analysis. The results revealed a statistically significant, moderate positive correlation between self-regulated learning and writing skills (r = 0.439, p = 0.011, p < 0.05). Additionally, the most frequently utilized SRL strategies in writing included self-consequences (e.g., self-reward for progress), self-evaluation (e.g., post-writing proofreading), and transformation (e.g., conceptualizing ideas in Indonesian before drafting in English). These findings underscore the significant association between self-regulated learning and post-pandemic writing proficiency, offering valuable insights for future research on SRL’s role in enhancing English language competencies.
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