ENGLISH-MAJORED STUDENTS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN ENGLISH WRITING COURSES AT TERTIARY LEVEL
Over the past three decades, self-regulated learning (SRL) has been considered a powerful new learning theory that enables students to apply knowledge and skills in real-life situations and make them more autonomous and independent in language learning. It is of vital importance to explore how students use SRL strategies in learning language skills. The current study aims to investigate the use of SRL strategies in English writing courses at the tertiary level. The study was conducted at Ho Chi Minh City University of Technology (HUTECH University) in Vietnam with the participation of 154 second-year English-majored students. Both quantitative and qualitative data were gathered via the employment of the questionnaire and interview. Descriptive statistics and content analysis were employed for data analysis. The findings of the study revealed that all the 9 categories with 40 SRL strategies reflecting the four dimensions of regulation, namely cognition, metacognition, social-behavior, and motivation were used by the English-majored students with a rather high frequency. The highest frequently utilized category was “feedback handling strategies” and the least frequently used categories were “goal-oriented monitoring and evaluating” and “peer-learning”. The findings of the study also offer several pedagogical implications for teachers, students and researchers. It is expected that the findings of the study would partly contribute to the existing knowledge of the study field and shed light on the importance of the use of SRL writing strategies in English education at HUTECH University in particular and at the Vietnamese tertiary level in general.