Self-regulation through Goal-Problem-Oriented Teaching Mode in EFL Writing Classrooms
DOI:
https://doi.org/10.14456/abacodijournal.2024.30Abstract
This study investigates the impact of implementing the Goal-Problem-Oriented teaching mode, combined with Pintrich's self-regulation framework, on students' English writing proficiency and their perceptions of self-regulated learning (SRL) writing strategies. A mixed-method research design involving quantitative and qualitative data collection methods was employed. The study was conducted in an English as a Foreign Language (EFL) classroom setting, adding validity to the findings. The results demonstrate a positive influence of the intervention, with students improving their writing proficiency and exhibiting increased awareness of SRL writing strategies. However, it is vital to acknowledge the limitations of this study, including the small sample size and the use of convenience sampling. Overall, it is hoped that the study will make valuable contributions to the growing body of research on integrating SRL and writing instruction in EFL settings, emphasizing the significance of authentic contexts and practical applications in enhancing students' writing abilities and fostering self-regulated learning skills.
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