A survey of perception of writing strategies for self-regulated learning of Can Tho University undergraduate students

Abstract

Emerged as a required subject for majored students at Can Tho University (CTU), writing is divided into inevitable classes that furnish students’ competence for distinct semesters. For the whole curriculum, CTU students attend at least six classes which offer them writing subjects, altogether with methodologies for teaching, reading, speaking, and listening, to improve their language ability for a future career. When participating in the writing classes, students have to complete a variety of tasks, assignments, and tests. Therefore, they must have applied some strategies to help them adjust and intensify their writing performance. This survey aims to seek the students’ perception of self-regulated learning strategies on their writing attainment. All of the participants are elected in the context of Can Tho University – Course 42. The main aims of the research are to make a meticulous comparison and to give reliable advice for improving the approach for teaching and learning writing based on the effects of self-regulated learning strategies. Results of the study, after the descriptive analysis, revealed that undergraduates in Can Tho university context have moderate to high attitudes towards the six dimensions of writing strategies for self-regulated learning and there are some significant differences in terms of male and female implementation. The outcomes of the study also provide a shred of significant evidence that the ability to apply and process the writing strategies for self-regulated learning among English majored students can be greatly enhanced with the support of teachers' guidance in writing courses.