Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders
Six categories—motivation, method, timing, performance, physical environment, and social environment—are used to classify self-regulated learning (SRL) processes in academic writing. Due to the more difficult academic papers, they must write in English, university students may adopt SRL methods when...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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EDP Sciences
2023-01-01
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| Series: | E3S Web of Conferences |
| Online Access: | https://www.e3s-conferences.org/articles/e3sconf/pdf/2023/77/e3sconf_icenso2023_05007.pdf |
| _version_ | 1797634914732998656 |
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| author | Murtiningsih Sri Rejeki Laili Risqi Indah Nur |
| author_facet | Murtiningsih Sri Rejeki Laili Risqi Indah Nur |
| author_sort | Murtiningsih Sri Rejeki |
| collection | DOAJ |
| description | Six categories—motivation, method, timing, performance, physical environment, and social environment—are used to classify self-regulated learning (SRL) processes in academic writing. Due to the more difficult academic papers, they must write in English, university students may adopt SRL methods when generating academic writing. Students who are male or female may have various preferences when it comes to using SRL techniques in academic writing. The purpose of this study is to examine the aspect of SRL that English Language Education Department (ELED) students use the most frequently and to determine whether there is a statistically significant difference in the attitudes of male and female ELED students toward the usage of SRL tactics in academic writing. The research design for this study is a survey, and it uses a quantitative methodology. 112 ELED students from the 2019 batch participated in this study and answered the “The six dimensions of SRL in academic writing” questionnaire, which was adapted from Abadikhah, Aliyan, and Talebi (2018). The results showed that students implement all six aspects equally, with the social environment dimension having the highest mean (M=3.76, SD=.60) and the time dimension having the lowest mean (M=3.09, SD=.65). The t-test result is.439. This means that the significance level is less than 0.05 (2-tailed). Therefore, it may be inferred that attitudes concerning the use of SRL methods in academic writing are similar for both male and female students. |
| first_indexed | 2024-03-11T12:14:57Z |
| format | Article |
| id | doaj.art-a417a034a3e4438282f1d8de8805b69e |
| institution | Directory Open Access Journal |
| issn | 2267-1242 |
| language | English |
| last_indexed | 2024-03-11T12:14:57Z |
| publishDate | 2023-01-01 |
| publisher | EDP Sciences |
| record_format | Article |
| series | E3S Web of Conferences |
| spelling | doaj.art-a417a034a3e4438282f1d8de8805b69e2023-11-07T10:20:13ZengEDP SciencesE3S Web of Conferences2267-12422023-01-014400500710.1051/e3sconf/202344005007e3sconf_icenso2023_05007Self-Regulated Learning Strategies on Academic Writing: Differences Between GendersMurtiningsih Sri Rejeki0Laili Risqi Indah Nur1English Education Department, Universitas Muhammadiyah YogyakartaEnglish Education Department, Universitas Muhammadiyah YogyakartaSix categories—motivation, method, timing, performance, physical environment, and social environment—are used to classify self-regulated learning (SRL) processes in academic writing. Due to the more difficult academic papers, they must write in English, university students may adopt SRL methods when generating academic writing. Students who are male or female may have various preferences when it comes to using SRL techniques in academic writing. The purpose of this study is to examine the aspect of SRL that English Language Education Department (ELED) students use the most frequently and to determine whether there is a statistically significant difference in the attitudes of male and female ELED students toward the usage of SRL tactics in academic writing. The research design for this study is a survey, and it uses a quantitative methodology. 112 ELED students from the 2019 batch participated in this study and answered the “The six dimensions of SRL in academic writing” questionnaire, which was adapted from Abadikhah, Aliyan, and Talebi (2018). The results showed that students implement all six aspects equally, with the social environment dimension having the highest mean (M=3.76, SD=.60) and the time dimension having the lowest mean (M=3.09, SD=.65). The t-test result is.439. This means that the significance level is less than 0.05 (2-tailed). Therefore, it may be inferred that attitudes concerning the use of SRL methods in academic writing are similar for both male and female students.https://www.e3s-conferences.org/articles/e3sconf/pdf/2023/77/e3sconf_icenso2023_05007.pdf |
| spellingShingle | Murtiningsih Sri Rejeki Laili Risqi Indah Nur Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders E3S Web of Conferences |
| title | Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders |
| title_full | Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders |
| title_fullStr | Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders |
| title_full_unstemmed | Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders |
| title_short | Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders |
| title_sort | self regulated learning strategies on academic writing differences between genders |
| url | https://www.e3s-conferences.org/articles/e3sconf/pdf/2023/77/e3sconf_icenso2023_05007.pdf |
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