Exploring Students’ Motivational Regulation Strategies in Writing Argumentative Essays
This research aimed to find out the motivational regulation strategies employed by English education students when writing argumentative essays and to describe how English education students employ motivational regulation strategies when writing argumentative essays. This mixed-methods research used a sequential explanatory strategy. The research subjects were 95 English education students of a state university in Surabaya. They were asked to complete a self-report questionnaire. Nine of them were interviewed using a stimulated recall protocol. Questionnaire data were analyzed using descriptive statistics while the interview data were analyzed using spiral analysis. It was found that environmental structuring and emotional control are the most commonly used motivational regulation strategies when writing argumentative essays. They usually connect their essays to their interests in education and social issues even though most lecturers did not allow students to choose their topics. Performance self-talk is the rarest motivational regulation strategy used the participants as they do their essay only to meet the requirements of the course. It is suggested that students realize the benefit of argumentative writing skills for them and the lecturers give their students the independence to choose their topic, as it can motivate them to write.
Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. A. (2014). Introduction to Research Education. Belmont, CA: Wadsworth.
Chae, S. E. (2016). Importance of Ongoing Motivation for EFL Writers’ Performance: Growth Curve Modeling. Journal of Asia TEFL, 13(4), 280–293. doi: https://doi.org/10.18823/asiatefl.2016.13.4.3.280
Cho, M. (2018). Task Complexity and Modality: Exploring Learners’ Experience from the Perspective of Flow. Modern Language Journal, 102(1), 162–180. doi: https://doi.org/10.1111/modl.12460
Cresswell, J. W. (2012). Educational Research. Boston: PEARSON.
Csize, K. (2018). English Majors ’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation. Applied Linguistics, 38(3), 386–404. doi: https://doi.org/10.1093/applin/amv033
DeVellis, R. F. (2016). Scale Development Theory and Applications (4th ed.). Los Angeles: SAGE.
Dhanya, M., & Alamelu, C. (2019). Factors Influencing the Acquisition of Writing Skills. International Journal of Recent Technology and Engineering (IJRTE), 7(6), 1399-1404.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching Motivation. New York: Routledge.
Ghozali, I. (2016). Aplikasi Analisis Multivariate dengan Program IBM SPSS 23. Semarang: BPFE Universitas Diponegoro.
Gonen, K. S. I. (2007). L2 Reading Anxiety: Exploring the Phenomenon. Paper presented at the JALT 2006 Conference Proceedings, 32(1), 1029–1038.
Jin, T., Su, Y., & Lei, J. (2020). Exploring the Blended Learning Design for Argumentative Writing. Language Learning and Technology, 24(2), 23–34. doi: http://hdl.handle.net/10125/44720
Li, K. (2017). Motivational Regulation in Foreign Language Learning. Singapore: Palgrave Macmillan.
Lu, D., & Xie, Y. (2019). The Effects of a Critical Thinking Oriented Instructional Pattern in a Tertiary EFL Argumentative Writing Course. Higher Education Research and Development, 38(5), 969–984. doi: https://doi.org/10.1080/07294360.2019.1607830
McCardle, L., & Hadwin, A. F. (2015). Using Multiple, Contextualized Data Sources to Measure Learners’ Perceptions of Their Self-regulated Learning. Metacognition and Learning, 10(1), 43–75. doi: https://doi.org/10.1007/s11409-014-9132-0
Miller, R. T., & Pessoa, S. (2016). Where’s Your Thesis Statement and What Happened to Your Topic Sentences? Identifying Organizational Challenges in Undergraduate Student Argumentative Writing. TESOL Journal, 7(4), 847–873. doi: https://doi.org/10.1002/tesj.248
Pallant, J. (2016). SPSS Survival Manual (6th ed.). New York: Open University Press.
Pallotti, G. (2019). Assessing Tasks: The Case of Interactional Difficulty. Applied Linguistics, 40(1), 176–197. doi: https://doi.org/10.1093/applin/amx020
Rachmawati, S. M. (2016). An Analysis of Using Transitions in Writing Argumentative Essay of the English Department Students at University of Nusantara PGRI Kediri. English Department. Universitas Nusantara PGRI Kediri. Kediri. Retrieved from http://simki.unpkediri.ac.id/mahasiswa/file_artikel/2016/12.1.01.08.0191.pdf
Sajid, M., & Siddiqui, J. A. (2015). Lack of Academic Writing Skills in English Language at Higher Education Level in Pakistan : Causes , Effects and Remedies. International Journal of Language and Linguistics, 2(4), 174–186.
Setyowati, L., Sukmawa, S., & Latief, M. A. (2017). Solving the Students’ Problems in Writing Argumentative Essay through the Provision of Planning. Celt: A Journal of Culture, English Language Teaching & Literature, 17(1), 86-102. doi: https://doi.org/10.24167/celt.v17i1.1140
Suhartoyo, E., Ni’mah, D., & Ismiatun, F. (2020). The Common Mistakes of Undergraduate EFL Students in Writing Argumentative Essays. ELLit, 2(5), 37–46.
Sundari, H., & Febriyanti, R. H. (2021). The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners. Scope : Journal of English Language Teaching, 5(2), 67–78. doi: https://doi.org/10.30998/scope.v5i2.8544
Sydney, T. U. o. (2022). Academic Writing. from The University of Sydney https://www.sydney.edu.au/students/writing.html
Tasya, M. A. (2022). Students’ Difficulties in Writing an Argumentative Essay. Universitas Islam Negeri Jakarta. Jakarta. Retrieved from https://repository.uinjkt.ac.id/dspace/handle/123456789/59169
Teng, L. S. (2022). Self-regulated Learning and Second Language Writing. Gewerbestrasse: Springer.
Teng, L. S., Yuan, R. E., & Sun, P. P. (2020). A Mixed-methods Approach to Investigating Motivational Regulation Strategies and Writing Proficiency in English as a Foreign Language Contexts. System, 88(1), 88(1), 102–182. doi: https://doi.org/10.1016/j.system.2019.102182
Teng, L. S., & Zhang, L. J. (2016). Fostering Strategic Learning: The Development and Validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ). Asia-Pacific Education Researcher, 25(1), 123–134. doi: https://doi.org/10.1007/s40299-015-0243-4
Teng, L. S., & Zhang, L. J. (2017). Effects of Motivational Regulation Strategies on Writing Performance: A Mediation Model of Self-regulated Learning of Writing in English as a Second/Foreign Language. Metacognition and Learning, 13(2), 213–240. doi: https://doi.org/10.1007/s11409-017-9171-4
Teng, L. S., & Zhang, L. J. (2020). Empowering Learners in the Second/Foreign Language Classroom: Can Self-regulated Learning Strategies-based Writing Instruction Make a Difference? Journal of Second Language Writing, 48(4), 100–116. doi: https://doi.org/10.1016/j.jslw.2019.100701
Unesa. (2021). Struktur Kurikulum Prodi Pendidikan Bahasa Inggris Angkatan 2021. from Statistik Universitas Negeri Surabaya https://statik.unesa.ac.id/profileunesa_konten_statik/uploads/bakpk/file/18239c32-735f-4dcf-b3c4-915b8bfa2899.pdf
Wolters, C. A. (1998). Self-regulated Learning and College Students’ Regulation of Motivation. Journal of Educational Psychology, 90(2), 224–235. doi: https://doi.org/10.1037/0022-0622.214.171.124
Wolters, C. A. (1999). The Relation between High School Students’ Motivational Regulation and Their Use of Learning Strategies, Effort, and Classroom Performance. Learning and Individual Differences, 11(3), 281–299. doi: https://doi.org/10.1016/S1041-6080(99)80004-1
Wolters, C. A., & Benzon, M. B. (2013). Assessing and Predicting College Students Use of Strategies for the Self-regulation of Motivation. Journal of Experimental Education, 81(2), 199–221. doi: https://doi.org/10.1080/00220973.2012.699901
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemporary Educational Psychology, 22(1), 73–101. doi: https://doi.org/https://psycnet.apa.org/doi/10.1006/ceps.1997.0919