EFL Learners’ Strategy Instruction, Their Self-regulation, and Writing Achievement

Document Type : Original Article

Authors
Fatemeh Lotfi 1
MohammadJavad Bahrami 1
Mohammad Darijani 2
1 General Department of Education, Kerman Province, Ministry of Education, Kerman, Iran.
2 Assistant Professor of TEFL, Department of English Language, Kerman Branch, Farhangian University, Kerman, Iran
10.22034/jes.2026.244787
Abstract
The goal of this study was to investigate the impact of writing strategy instruction on two aspects of EFL learners’ performance: their writing skill development and their self-regulation. It was suggested that teaching writing strategies in the writing class can assist the EFL learners to improve their language skills in general and writing in particular. The population of the study, about 42 only females, was consisted of all pre-intermediate EFL learners who were studying in Simin Language Institute in Kerman, Iran. The researcher used three instruments in order to collect the necessary data. First, Oxford Placement test was used as a device to homogenize the population of the study. The second instrument was implementing pre and posttests of writing to determine the writing level of the subjects. The third instrument was using self-regulation questionnaire. To this goal, the questionnaire designed and examined by Dornyei’s (2001) was used. According to the achieved means of the two groups, the learners in the EG improved their writing more significantly than those of the learners in the CG. In fact, teaching writing strategies could positively impact the writing level of the participants among the EG. Based on the data, it can be concluded that meaningful relationship could be investigated between the use of teaching writing strategies and writing skill and learners’ self-regulation.
Keywords
EFL Learners
Self-regulation
Writing
Writing strategy
Subjects
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