Can Self-Regulation make a difference? Exploring Students’ Voices in Academic Writing Course

Self-regulated learning (SRL) is a core conceptual framework to understand the cognitive, motivational, and emotional aspects of learning This study is aimed at exploring EFL learners’ self-regulated learning experiences in academic writing courses. This study uses a quantitative method by giving some questionnaires to all students who enroll in that course in at the university. The questionnaire contained 32 statements with four indicators, namely 1) cognitive strategies, 2) metacognitive strategies, 3) social behavioral strategies and 4) motivational strategies. The results of this research are as follows: 1) All respondents have diverse self-regulated learning experiences in academic writing courses, 2) The experience possessed by respondents in the aspect of cognitive strategies amounted to 78.2%, in the aspect of metacognitive strategies with an amount of 80.4%, in the aspect of social behavioral strategies amounted to 71.3%, while in the aspect of motivational regulation strategies amounted to 71.3%. The implication of this research is to provide a wealth of knowledge about the experience of self-regulated learning with English language learning. Another implication is that the results of this study can be a reference in English language learning. The results of this research provide a scientific contribution to the psychological study of self-regulated learning associated with the study of English education.