English Education Master Students' Self-Regulated Learning Strategies in Academic Writing

Autor/in	Wijaya, Kristian Florensio
Titel	English Education Master Students' Self-Regulated Learning Strategies in Academic Writing
Quelle	In: Journal of English Teaching, 7 (2021) 1, S.15-29 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-9628
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Masters Programs; Language Teachers; Graduate Students; Writing Strategies; Writing Instruction; Academic Language; Metacognition; Learning Strategies; Content Analysis; Likert Scales; Student Attitudes; Language Proficiency; Teacher Education Programs + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibtechnik; Schreibunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inhaltsanalyse; Likert-Skala; Schülerverhalten; Language skill; Language skills; Sprachkompetenz
Abstract	There is a propensity for language teachers to handicap graduate students as independent, competent, and strategic academic writers. Therefore, it is easier to discover graduate students struggling intensely to produce and publish qualified academic writing products to targeted journal articles. Due to this ubiquitous fact, self-regulated learning strategies need to be entrenched potently within L2 academic writers to enable them to become more mindful, resourcefulness, autonomous, and proficient academicians who excel in their subject-specific fields. This was a small-scale qualitative study implementing qualitative content analysis to obtain a more obvious portrayal regarding some specific phenomena taken place in one particular circumstance. To fulfill this objectivity, two research instruments were utilized in this study namely the Likert-scale Questionnaire and interview protocols to maintain the robustness of the data gathering processes. 15 English Education Master Students together with 3 selected interviewees were also invited to fill out the questionnaire and participate in the interview activities. In line with the gathered data, the qualitative results revealed that the majority of English Education Master Students have transformed into more lifelong and proficient academic L2 writers for they continuously showed greater resilience, efforts, commitment to accomplish various academic writing projects. (As Provided).
Anmerkungen	Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01