The association between self-regulated learning and writing achievement in a blended learning environment: The possible predictors
نویسندگان
1 English Department, Faculty of Letters, Universitas Negeri Malang
2 Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia, Faculty of Language and Communication, Universiti Sultan Zainal Abidin Malaysia
3 English Department, Faculty of Letters, Universitas Negeri Malang, English Department, Universitas Pendidikan Mandalika
4 English Department, Faculty of Letters, Universitas Negeri Malang
5 English Department, Faculty of Letters, Universitas Negeri Malang
6 Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia
7 English Department, Universitas Pendidikan Mandalika
doi
10.22132/tel.2025.483870.1714چکیده
A comprehensive portrait of self-regulated learning (SRL), measured through multi-tools concurrently in a blended learning environment, remains relatively underexplored in the context of second language writing. The aims of the study were to examine the association between learners’ SRL strategies assessed using multiple tools (SRL questionnaire, teacher rating, and error detection tasks) and writing achievement and to test the power of SRL strategies from different types of measurement tools in predicting students’ writing achievement. The participants of the study were 104 undergraduate EFL students, who had experienced a blended learning environment. These participants were voluntarily recruited across four private universities in Indonesia. Correlation analysis was utilized to determine the associations among the variables, and a multiple regression analysis was employed to indicate the predictors of learners’ writing achievement. The study revealed a significant, moderate level of interconnection between SRL strategies measured using multiple tools and writing achievement. However, only SRL strategies from teacher’s rating significantly predicted writing achievement. Accordingly, the finding suggests that while various measures may demonstrate interrelations, the assessment of SRL strategies provided by teachers holds particular significance in predicting actual writing success. This study supports the assertation to include multi-faceted SRL measurement tools to comprehensively assess students' SRL.
