Adopting Self-Regulated Learning in Writing Instruction Viewed from the Lens of Activity Theory
Keywords:
self-regulated learning, writing, activity theoryAbstract
This case study investigates the utilization of Self-Regulated Learning (SRL) viewed from the activity theory perspective, analyzes the SRL strategies documented in My SRL Diary, explains the contradictions in applying SRL, and explores the students' voices on SRL usage. Forty students and two lecturers from an essay writing class at a state university in Indonesia participated in this study. Data collection included conducting classroom observations, collecting students' writing diaries, and conducting interviews. The findings demonstrate that lecturers integrate SRL stages and activity theory to enhance learning outcomes. My SRL diary helps improve students' self-regulatory skills. Contradictions in Activity Theory offer insights that lead to solutions for enhancing learning experiences while students' voices evaluate SRL implementation. This study improves the grasp of SRL in writing instruction by employing activity theory as a framework. The study explores SRL implementation stages closely and identifies areas for improvement within the contradictions of the Activity Theory framework. Through students' voices, this study provides important insights to guide future research and enhance SRL practices for English as a Foreign Language (EFL) learners in writing instruction.
References
Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students’ attitudes towards self-regulated learning strategies in academic writing. Issues in Educational Research, 28(1), 1-17. http://www.iier.org.au/iier28/abadikhah.pdf
Altikriti, S. (2022). Challenges facing Jordanian undergraduates in writing graduation research paper. Journal of Language and Linguistic Studies, 18(1), 58-67. https://www.jlls.org/index.php/jlls/article/view/3110/953
Anggoro, K. J., & Pratiwi, D. I. (2023). Fostering self-assessment in English learning with a generative AI platform: A case of Quizziz AI. Studies in Self-Access Learning Journal, 14(4), 489–501. https://doi.org/10.37237/140406
Anggraeni, C. W., Mujiyanto, J., Rustipa, K., & Widhiyanto , W. (2022a). Problematika dan solusi dalam penulisan akademik pada mata kuliah professional writing: Persepsi mahasiswa. Prosiding Seminar Nasional Pascasarjana UNNES, 5(1), 208-214. https://proceeding.unnes.ac.id/snpasca/article/view/1452/952
Anggraeni, C. W., Mujiyanto, J., Rustipa, K., & Widhiyanto , W. (2022b). The virtues of self-regulated learning strategy in writing: A scoping review. International Conference on Science, Education, and Technology, 8(1), 964–968. https://proceeding.unnes.ac.id/ISET/article/view/1865
Asaad, H. Q. M., & Shabdin, A. A. (2021). The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing. Eurasian Journal of Applied Linguistics, 7(1), 24–44. https://doi.org/10.32601/ejal.911149
Asadnia, F., Atai, M. R., Karimi, M. N. (2022). “I am coming out of my research shell …”: Exploring Iranian University English Teachers’ Research Engagement through Activity Theory. The Journal of Asia TEFL, 19(2), 592-608. http://dx.doi.org/10.18823/asiatefl.2022.19.2.12.592
Blayone, T. J. B. (2019): Theorising effective uses of digital technology with activity theory, Technology. Pedagogy and Education, 28(4), 1-16. https://doi.org/10.1080/1475939X.2019.1645728
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
Chen, Z., Chen, W., Jia, J., & Le, H. (2022). Exploring AWE-supported writing process: An activity theory perspective. Language Learning & Technology, 26(2), 129–148. https://doi.org/10125/73482
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed). Routledge.
Cook-Sather, A. (2019). Student voice across contexts: fostering student agency in today’s schools. Theory Into Practice, 59(2), 182-191. https://doi.org/10.1080/00405841.2019.1705091
Engeström,Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Orienta-Konsultit.
Engeström, Y. (1993). Developmental studies of work as a testbench of Activity Theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context. Cambridge University Press.
Engeström,Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory. Cambridge University Press.
Eslami, M., & Sahragard, R. (2021). Investigating the effect of self-regulatory strategy development on Iranian EFL learners’ metadiscoursal writing skills. Language Teaching Research Quarterly, 21, 54–65. https://doi.org/10.32038/ltrq.2021.21.04
Fitriati, S. W., Wijayatiningsih, T. D., Farida, A. N., & Hapsari, C. T. (2023). Model of self-regulated strategies in a project-based blended synchronous learning in writing class for English language students at a university level. UNNES Press.
Johnston, O., Wildy, H. & Shand, J. (2021). Projecting student voice by constructing grounded theory. The Australian Educational Researcher. 48, 543–564. https://doi.org/10.1007/s13384-020-00410-y
Lee, M. (2020). Exploring English writing strategies of Korean university students through activity theory. Journal of Pan-Pacific Association of Applied Linguistics, 24(1), 17-44. https:// doi.org/10.25256/PAAL.24.1.2
Leont’ev, A. N. (1978). Activity, consciousness, and personality. Prentice-Hall.
Leont’ev, A. N. (1981). Problems of the development of the mind. Progress Press
Liu, Y. & Chang, C. (2011). Blogging as mediated action in the development of two EFL teachers: An activity theory approach. The Journal of Asia TEFL, 8(4), 25-59.http://journal.asiatefl.org/main/main.php?inx_journals=30&inx_contents=111&main=1&sub=3&submode=3&PageMode=JournalView&s_title=Blogging_as_Mediated_Action_in_the_Development_of_Two_EFL_Teachers_An_Activity_Theory_Approach
Mahmud, Y. S., & German, E. (2021). Online self-regulated learning strategies amid a global pandemic: Insights from Indonesian university students. Malaysian Journal of Learning and Instruction, 18(2), 45-68. https://doi.org/10.32890/mjli2021.18.2.2
Parr, J. & Hawe, E. (2020) Student pedagogic voice in the literacy classroom: a review. Research Papers in Education, 37(6), 773-796. https://doi.org/10.1080/02671522.2020.1864769
Pionera, M., Degeng, I. N. S., Widiati, U., & Setyosari, P. (2020). Instructional methods and self-regulated learning in writing. International Journal of Instruction, 13(3), 43–60. https://doi.org/10.29333/iji.2020.1334a
Pullenayegem, J., De Silva, R., & Jayatilleke, G. (2021). Contradictions in learner interactions in a blended-learning writing course: An activity theory analysis. Journal of Learning for Development, 8(2), 327-345. https://jl4d.org/index.php/ejl4d/article/view/496/639
Robillos, R. J. (2023). The impact of the FlipGrid application within the genre-based framework on students’ writing skills and self-regulation of learning awareness. Studies in Self-Access Learning Journal, 14(4), 456–475. https://doi.org/10.37237/140404
Rustipa, K., Soepriatmadji, L., Purwanto, S., Pukan, E., O. (2022). Students’ doing thematic development and concept map analyses to enhance EFL students’ textual competence. Journal of Positive School Psychology, 6(8), 2586-2605. https://journalppw.com/index.php/jpsp/article/view/10266/6648
Sandra, L. T. E. (2022). L2 writers’ response to and use of teacher feedback: An activity theory perspective. The Journal of Asia TEFL, 19(1), 66-92. http://dx.doi.org/10.18823/asiatefl.2022.19.1.5.66
Seker, M., & Inan-Karagul, B. (2022). Assisting higher education learners online to acquire self-regulated writing strategies during Covid-19. Journal of Learning and Teaching in Digital Age, 7(1), 64-75. https://doi.org/10.53850/joltida.989005
Teng, L. S. (2022). Self-regulated learning and second language writing: Fostering strategic language learners. Springer.
Toprak, Z., & Yücel, V. (2020). A peculiar practice of academic writing: Epidemic writing in the Turkish graduate education. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1774098
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wachidah, W. D. N. A., Fitriati, S.W., & Widhiyanto, W. (2020). Structures and functions of lexical bundles in findings and discussion sections of graduate students’ thesis. English Education Journal, 10(2), 131-142. https://doi.org/10.15294/eej.v10i1.3
Wijaya, K. F. (2021). English education master students’ self-regulated learning strategies in academic writing. JET (Journal of English Teaching), 7(1), 15–29. https://doi.org/10.33541/jet.v7i1.2313
Woottipong, K. (2020). Investigation into Thai high school learners’ self-regulated learning skills, self-efficacy and writing performance. Research in Pedagogy, 10(1), 32-49. https://doi.org/10.5937/istrped2001032W
Xu, J. (2021). Chinese university students’ L2 writing feedback orientation and self-regulated learning writing strategies in online teaching during Covid-19. Asia-Pacific Education Researcher, 30(6), 563–574. https://doi.org/10.1007/s40299-021-00586-6
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications, Inc.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B.J. & Moylan, R. (2009). Where metacognition and motivation intersect. In Hacker, D.J., Dunlosky, J., & Graesser, A.C. Handbook of metacognition in education. Routledge.
Zhu, W., & Mitchell, D. A. (2012). Participation in peer response as activity: An examination of peer response stances from an activity theory perspective. TESOL Quarterly, 46, 362–386. http://www.jstor.org/stable/41576051
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2026 PASAA: A Journal of Language Teaching and Learning
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
