Wisadia, Risya Aminah (2024) Self-Regulated Learning Strategies of EFL Students' Thesis Writin: A Narrative Inquiry Research. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study is driven by the significance of self-regulated learning (SRL) within academic writing, particularly among EFL learners. In the context of thesis writing, SRL is considered a crucial factor in enabling students to effectively manage themselves. However, an in-depth understanding of the application of SRL in the context of thesis writing still remains limited. This research aims to address this gap by exploring an in-depth understanding of how self-regulated learning (SRL) can be applied in the context of thesis writing and how individuals engage in the process. This study employed a qualitative methodology with a narrative inquiry design and the results were analyzed by thematic narrative analysis. Results show that self-regulated learning in writing a thesis can be divided into three stages: forethought phase, performance phase and self�reflection stage. English as a Foreign Language (EFL) students exhibited various self-regulated learning (SRL) strategies during all three phases of thesis writing, from cognitive, metacognitive, management and motivational perspectives. The findings of this study indicate that students can effectively address the challenges encountered during thesis writing by employing appropriate SRL strategies.

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