Academic writing is a complex process demanding cognitive control as well as motivation, persistence and emotional control. While some research has focused on the strategies used for writing alone, fewer studies have considered the combination of cognitive, affective, and self-regulatory factors as a whole to support writing development. This study presents and tests a model exploring the relationships between cognitive strategies, effort regulation, affective strategies and metacognitive writing strategies of university students in Malaysia. A quantitative research design was adopted, which included 202 undergraduate and postgraduate students of academic writing in a public university. The Writing Strategy Scale was adapted from Raoofi et al. (2017) and used to gather data, which was then analysed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) by SmartPLS 4. Significant positive relationships were found between effort regulation and affective strategies, effort regulation and metacognitive strategies, cognitive strategies and affective strategies, and cognitive strategies and metacognitive strategies. Affective strategies were also shown to mediate in the proposed model to a significant degree. The model accounted for 50.2% of the variance in the affective strategies and 53.4% of the variance in the metacognitive writing strategies. The results of this study indicate that the problem-solving strategies are not sufficient for successful academic writing. Emotions regulation and sustained efforts help the students plan, monitor and evaluate their writing well. The study provides practical examples for language teaching and learning and adds to the ongoing debates on SLL in higher education.
Nur Huslinda Che Mat., Noor Hanim binti Rahmat, Nur Maizura Lin et al.· International journal of res...· 0 citations
It is implied that ChatGPT may function as a useful tool in the writing process for students, and future studies may explore the long-term effects of AI-assisted writing on students’ independent writing abilities.
Nur Maizura Lin, Puspalata C. Suppiah, Suzana Hamzah et al.· International journal of res...· 0 citations
Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergraduate and postgraduate students in a Malaysian public university. The data were gathered using a structured questionnaire adapted from Raoofi et al. (2017), consisting of 27 items grouped under three main strategy domains: metacognitive, cognitive/effort regulation and social-affective strategies. The data obtained were analysed using descriptive statistics and correlation analysis through SPSS. The findings show that learners reported using metacognitive strategies, particularly for revising and monitoring their writing, while social strategies were used at a moderate level. This correlation analysis shows significant relationships among all three factors, with the strongest between personal and behavioural factors. Overall, the findings reveal the interconnected roles of cognition, action, and the learning environment in academic writing. The study provides pedagogical insights on shaping self-regulated writers and offers directions for further research on developing writing strategies.
Noor Hanim binti Rahmat, Nur Huslinda Che Mat., Norazrin Zamri et al.· International journal of res...· 0 citations
Results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile.
Nur Huslinda Che Mat., Nur Maizura Lin, Suzana Hamzah et al.· International journal of res...· 0 citations
This study qualitatively analyses recurrent patterns of linguistic errors and communicative writing tendencies of Malaysian ESL (English for Second Language) undergraduates by examining two functional composition tasks: an informal email and an opinion essay. While previous studies on ESL writing have often focused on grammatical mistakes, surface language deficiencies, or overall competence issues, the present study adopts an in-depth exploration of recurring errors in ESL writing by examining not only the errors but also the differing communicative approaches reflected in learners’ written responses. Ten sets of handwritten scripts containing twenty written responses were purposively selected from a larger pool of assessment scripts. The assessment was classroom-administered without allowance for digital access or AI-based writing aids, providing a more authentic reflection of learners’ freer and independent writing. This study drew on the theories of Error Analysis (Corder, 1967), the Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982), and communicative competence (Canale & Swain, 1980; Hyland, 2007). The major error patterns identified at the surface level of the students’ written responses included sentence construction, verbs, lexis, organisation, and overall communicative effectiveness. Some persistent errors were identified but, more importantly, there was considerable variation as to how the students sought to write communicatively for different audiences using varying strategies for organising and elaborating their ideas and being socially aware in their writing. Students, even at the same level of proficiency, were found to write in different ways. An evaluation of ESL writing solely in terms of grammatical accuracy is, therefore, incomplete, as students of similar levels of proficiency may employ different strategies in their attempt to communicate meaningfully in writing. The study provides insights into how ESL writing cannot be comprehensively assessed based on linguistic fluency and grammatical precision alone. Hence, the study emphasises the multidimensional nature of ESL students’ writing development, highlighting the rationale for pedagogical approaches recognising both their linguistic competence and communicative potential.
Zaamah Mohd Nor, M. Azizan, Nur Huslinda Che Mat. et al.· International journal of res...· 0 citations
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