Forty-eight first-year English majors completed a 12-week writing course incorporating self-regulated learning. Perceived self-regulated-writing ability rose from 4.57 to 5.33, and students reported more goal setting, planning, self-efficacy and discipline. With one intact group, no control and mostly self-report outcomes, the change cannot be attributed solely to the intervention.
Key findings
- Mean perceived SRW increased from 4.57 (SD 0.69) to 5.33 (SD 0.62), t(47)=8.99, p
Why this matters globally
The course offers adaptable EFL activities, especially structured planning and reflection, but writing quality should be rated blindly and compared with standard instruction before scale-up.
Thai researcher contribution
Lalida Wiboonwachara of Chiang Mai Rajabhat University led and corresponded on the study with Thai undergraduates, providing directly contextual evidence for Thai tertiary EFL education.
Limitations to consider
There was no randomisation or comparison group, only one class, and the instructor may have been the researcher. Outcomes were perceived practice rather than independently scored writing, with limited inferential reporting and risks of expectancy, maturation and social desirability.