2023 IJRSE – Volume 12 Issue 2
Available Online: 16 May 2023
Author/s:
Duyaguit, Cherie Lou L.
Bulihan Integrated National High School, Philippines (duyaguitcherielou@gmail.com)
Abstract:
Many students consider writing difficult and frustrating because they are not aware of the strategies used by skilled writers. This study investigated the effects of Self-Regulated Strategy Development (SRSD) an adapted technique (Case, Harris Graham, 1992) in writing performance of senior high school online learners in Bulihan Integrated National High School. SRSD were used to develop the writing skills of students. This technique is applied in their English class for two months. Each text in the pretest and posttest was rated using a rubric in the Test of Written Language (TOWL, Third Edition) that contained the three components: contextual conventions, contextual language, and text construction. The paired sample t-test was used to analyze the difference between the performances of Grade 12 learners before and after applying SRSD program in writing. Results indicated that using SRSD technique was effective. Thus, it is recommended that SRSD be used to improve the writing performance of learners. problems were encountered during the implementation; the online learning setting, including challenges with technology, materials and tasks, time management, learning environment, and motivation. Regardless of these issues, students were able to exert their actions in managing the problems by implementing several approaches, including improving collaboration and time management. Implications and recommendations can be emphasized. First, the transition from face-to-face learning to online learning should be aligned with the amount of support provided by lecturers and the Department of Education to equip the students to become self-regulated learners. In this regard, other platforms may be used if there are technical problems in synchronous learning, chat groups and google classrooms may also be utilized. SRSD technique may also be used in asynchronous and modular learning modality.
Keywords: self-regulated strategy development, English writing performance, online learners, skilled writers, writing strategy
DOI: https://doi.org/10.5861/ijrse.2023.27
Cite this article:
Duyaguit, C. L. L. (2023). Self-regulated strategy development: A technique in improving the English writing performance of senior high school online learners in Bulihan Integrated National High School. International Journal of Research Studies in Education, 12(2), 91-98. https://doi.org/10.5861/ijrse.2023.27