Effects Of Self-regulated Learning Strategies On English Major Undergraduates’ English Writing

This study uses survey research methodologies to examine how English major undergraduates utilize self-regulated learning strategies to improve their English writing. The study also explores the effects of self-regulated learning strategies on undergraduate students’ English writing.The results show that the most frequently used self-regulated learning strategies are “writing requirements and writing plan” strategies, followed by “keeping and reviewing records, and environmental structuring” strategies. The students’ utilization of “cognitive learning and use of learning sources” strategies is at a relatively low level. The analysis also shows that the utilization of self-regulated learning strategies has great effects on undergraduate students’ English writing.The findings suggest that English major students should improve their utilization level of various self-regulated learning strategies. To reach this goal, writing course instructors should consider self-regulated learning strategies as one important part of teaching content to help students improve proficiency in English writing. In addition, the school should establish the objective system which regards cultivating students’ self-regulation as its center.