Arab World English Journal (AWEJ) Volume 14. Number 3 September 2023                               Pp.339-350

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The Effects of Self-Regulated Strategy Development on Writing Skill and Self-Regulated
Learning of
Thai High School Students

Tivawan Phramphun
Language Institute, Thammasat University
Bangkok, Thailand
Corresponding Author:

 Supong Tangkiengsirisin
Language Institute, Thammasat University
Bangkok, Thailand


Received:06/05/2023         Accepted:09/01/2023                 Published:09/24/2023


This study was conducted to examine the effects of self-regulated strategy development, an intervention designed to teach writing skills through six steps and four self-regulation skills, on academic English writing skills and self-regulated learning. Additionally, the aim is also to investigate attitudes towards the instruction. Mastering the skills of writing is a challenging task since it requires several integrated skills. There exist several complex difficulties in, for example, creating content, organizing structure, applying writing mechanics, and completing the revision process. Thus, the essential factor is writing instruction which helps learners improve their writing skills. The participants were eleven pre-intermediate students at a senior high school in Thailand who were explicitly taught by self-regulated strategy development instruction in a process consisting of six recursive stages and four self-regulation skill stages. To gather quantitative data, a pretest and posttest were employed. Moreover, to obtain qualitative data regarding the students’ attitudes toward the instruction, a semi-structured interview was used. The findings revealed that the academic writing ability and self-regulation skills of Thai high school students can be enhanced by self-regulated strategy development and that students show positive attitudes towards this type of instruction.
Keywords: Attitudes, self-regulated strategy development, self-regulated learning, Thai students, writing skill

Cite as:  Phramphun, T., & Tangkiengsirisin, S.  (2023). The Effects of Self-Regulated Strategy Development on Writing Skill and Self-Regulated Learning of Thai High School Students.  Arab World English Journal, 14 (3) 339-350.


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Received: 06/05/2023
Accepted: 09/01/2023
Published: 09/24/2023  

Tivawan Phramphun is a full-time lecturer at Srinakharinwirot University, Faculty of Humanities, Thailand. She is currently a Ph.D. candidate, majoring in English Language Teaching, at Thammasat University. Her research interest is in the areas of teaching English as a foreign/second language and writing strategies.

 Associate Professor Supong Tangkiengsirisin, Ph. D. is a full-time lecturer at Language Institute of Thammasat University, Thailand, where he currently serves as Director. His areas of interest include writing strategies, ESP, English written discourse, genre analysis and second language writing instruction and research.