Teachers’ and Students’ Perceptions of the Use of Self-Regulated Learning Strategies in Enhancing EFL Students’ Writing Performance.

Abstract

Writing is regarded as a difficult skill that students often struggle with, particularly in producing well-organised pieces and facing challenges in many areas of writing which arise mainly because writing requires following various steps. However, using self-regulated learning strategies can help students of English as a foreign language to enhance their writing performance. The current study aims to shed light on teachers' and students' perceptions of the use of self-regulated learning strategies in improving student writing performance and seeks to answer the following questions: (1) Do self-regulated learning strategies enhance writing performance? (2)What are students’ and teachers’ perceptions of self-regulated learning strategies on improving students' performance? To gather the necessary data, two questionnaires are administered to teachers of the Written Expression module and third-year students of English in the Department of Foreign Languages at Abdelhafid Boussouf Mila University Center. The outcomes of this study indicate that both teachers’ and students’ have a positive view about self-regulated learning strategies in enhancing students ‘ writing performance, as well as the significant role of self- regulated learning strategies in enhancing EFL learners' writing performance.