SELF-REGULATED WRITING STRATEGY USE AMONG EFL LEARNERS AT AN ENGLISH CENTER IN VIETNAM
DOI:
https://doi.org/10.63506/jilc.1001.419Keywords:
Self-regulated learning; writing strategies; EFL learners; TOEIC; language centerAbstract
This study examined self-regulated writing strategy use among 432 EFL learners enrolled in TOEIC preparation courses at a private English center in Vietnam. Quantitative data were collected from an adapted version of the Questionnaire for Self-Regulated Learning Writing Strategies, and analyzed by descriptive statistics and independent-samples t-tests. Results indicated that cognitive and social strategies were most frequently used, while self-consequence and monitoring strategies were least used. Female learners used metacognitive and cognitive strategies more frequently than male learners; intermediate-level learners used these strategies more frequently than elementary-level learners. No significant differences were found in the use of social or motivational/affective strategies across genders and proficiency levels. These findings highlight the need for explicit self-regulatory writing instruction in Vietnamese EFL classrooms, particularly for elementary-level and male learners.
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