ESL students’ writing self-efficacy boosted by integrating different self-regulated strategies-Role of Self-Regulated Strategy Development (SRSD) instruction

Abstract

Self‐efficacy refers to person’s believe of his/her abilities to gain a specific task performance. Students who have low self-efficacy for learning usually prevent taking a task; on the other hand, those who judge themselves confidence are expected to highly take a part. Hence, this survey tried to teach and evaluate the effect of self-regulated strategy development (SRSD) instruction on intermediate ESL students writing self-efficacy. Sixty five ESL students participated in this survey which was divided in two control and experimental groups. The experimental group received SRSD instruction while the control group was taught traditionally. The pre and post-test self-efficacy scale and self-regulatory scale of two groups were submitted to Independent sample t-test. The result revealed that self-regulated strategy development (SRSD) instruction significantly improved the ESL students’ writing self-efficacy and there was a significant correlation between the ESL students’ writing self-efficacy and their self-regulatory knowledge.