Self-regulatory Writing Strategies of ESL Pre-service Teachers

Abstract

In the context of post-pandemic education, teachers are implementing novel pedagogical methodologies to enhance the support provided to learners in cultivating vital English communication competencies, particularly in the domain of writing. The acquisition of a second language (L2) writing remains a multifaceted skill, and recent declines in writing proficiency of college students, primarily ascribed to the constraints and inconsistencies inherent in online learning environments, have exacerbated these formidable challenges. Hence, the investigation of self-regulatory writing strategies is imperative, as these strategies are instrumental in facilitating learners' progression towards becoming autonomous, reflective, and proficient writers—specifically within an L2 setting. This study examined the level of utilization and the differences in self-regulatory writing strategies among 230 ESL pre-service teachers across four campuses of Isabela State University, based on their profile variables. Employing a descriptive-comparative design, the data were gathered through validated questionnaires and substantiated by semi-structured interviews and document analysis. The outcomes indicated that sex did not significantly influence the overall self-regulatory writing strategies, although it affected certain specific strategies, suggesting that while instructional approaches do not necessarily need to be differentiated broadly based on sex, there are values in addressing nuanced preferences in particular strategies utilized by male and female students. In contrast, year level showed significant differences in the application of various self-regulatory practices, highlighting that strategies are progressively introduced and reinforced to match students’ developmental phases and academic demands. Ultimately, the students exhibited a generally positive engagement with self-regulatory strategies, though domains such as peer learning and artificial intelligence integration remained underutilized, which posited a critical area for improvement in writing pedagogy.