The Predictive Effects of Self-Regulated Writing Strategies on Writing Performance of Saudi EFL University Students

Abstract

The present study aims to examine the predictive effect of self-regulated writing strategies of students’ writing performance and explore the differences between higher and lower writing achievers in self-regulated writing strategies. A total of 202 English as a foreign language students at the Northern Border University in Saudi Arabia volunteered to participate in this study. A Writing Strategies for Self-Regulated Learning Questionnaire and a Writing Test were administered to compare the differences between high and low writing proficient learners in Self-Regulated Learning. Pearson correlation coefficient, multiple regression analysis, and independent-samples t-test were calculated. The results showed that both text processing and course memory strategies predicted the writing performance of the participants. Results also revealed significant differences in course memory and feedback handling strategies between higher and lower writing achievers. The findings also indicated a low relative contribution to the course memory and text processing in predicting writing performance. These strategies explained only 6.4% of the total variance of writing performance. Based on these findings, practical implications and recommendations for future research were provided.