Self-regulated learning strategies and writing skill

Abstract

The main objective of this study is to analyze the influence of self-regulated learning strategies in the development of writing skills. This research employed a preexperimental design, the population was a group of 26 students in the third semester of the PINE (Pedagogía de los Idiomas Nacionales y Extranjeros) training program at Universidad Técnica de Ambato. Moreover, the instrument used to design the pre-test and post-test was a standardized test (KET exam) which is appropriate for the intermediate level. The tests were divided into 3 parts (email, article, story), and each part was evaluated into 4 criteria (content, communicative achievement, language, and organization) Also, the approach of this research was quantitative because it allows to collect, analyze and present the data obtained from the results of the pre-test and posttest in charts and graphics, and also allows to test the hypotheses. The results showed that there was a slight improvement of 1,4 points in the students’ scores after the treatment, so there was an upgrade in the different types of writing. For the evaluation of the hypothesis it was necessary to use the Wilcoxon test because the results of the normality test gave a non-parametric distribution as a result. After this, the result of the Wilcoxon test revealed that the result was less than 0.05, for which the alternative hypothesis was accepted and the null hypothesis was rejected. As a result, the students had a better performance in writing an email because the content was related to the topic, in the same way the article had better organization and the story had a clear communicative achievement. In addition, this research presents some findings: selfregulated learning strategies allow them to improve their writing skill and turn students into autonomous and lifelong learners. Therefore, self-regulated learning strategies not only help students to improve and develop writing skill but also helps them to develop positive attitudes necessary to support their writing performance.