The Contribution of Self-Regulation Strategy in Promoting EFL Students’ Autonomy in Writing:

Abstract

Self-regulated strategy is one of the most useful strategies that can be implemented in English foreign language classrooms. This piece of work aims, then, at identifying the significance of self-regulation strategy in creating autonomous learners. It also implies the awareness and contribution of the self-regulation strategy use to improve EFL students’ autonomy in writing. In addition, this research study aims at directing students’ awareness towards the use of self-regulation strategy through the questions addressed to them. The dissertation sheds light on gaining deep insights into autonomy in relation to writing to obtain the needed information about the important aspects worth considering while analyzing the results. Moreover, the study’s hypothesis holds the assumption that, if learners are self-regulated, their autonomy in writing would increase. Therefore, the study is conducted through the quantitative descriptive method which aims at confirming the research hypothesis through the administration of students’ questionnaire; devoted to first year Master one students of English Department at Guelma University. The hypothesis was confirmed based on the research’s results; that is to say, the contribution of self-regulation strategy is substantial in promoting students’ autonomy in writing. In other words, students’ autonomy and writing proficiency are increased through the implementation of self-regulation strategy. Hence, students should be more exposed to self-regulation strategy in order to be autonomous writers and be more aware of its significant role in enhancing the writing skill.