Abstract:

Developing self-regulated learning (SRL) strategies has been emphasized to be crucial for effective writing skills in second language learning contexts. However, implementing SRL skills and guiding learners to become self-regulated individuals requires special consideration by teachers and program developers. In addition, language learners should also take the responsibility of their own learning through the use of strategies employed by their teachers in order to be competent in the target language. Since integrating SRL in writing instruction is a rather complex process, teachers should internalize and integrate them in their teaching efficiently and enable students to be aware of their learning process, plan how to proceed, monitor their own performance and take their following action upon the tasks. In this respect, the study aims to determine whether language teachers promote SRL in their writing course instruction and if they do, what kind of methods they use is the other issue that will be explored. The study also seeks to reveal language learners’ views on SRL in their writing classes in order to indicate both teachers’ and students’ perspectives on SRL. The data was gathered via Teaching and Learning Strategies Questionnaire and semi-structured interviews with English Language teachers and students at a state university. The results reveal that students reported use of goal setting, metacognitive knowledge activation, task value activation, and time management strategies are at moderate levels. It has also been found that teachers implement those strategies at low to moderate levels with limited number of methods and tasks utilized to guide learners. The findings are meant to emphasize the need for higher levels of SRL instruction in second language writing to promote autonomous learners.

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