Résumé:
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.