Knowledge of how this model impacts the learning strategies of Malay ESL
can be taught to promote self-regulation and self-efficacy in learning in L2. This
is necessary as the students in this study need to be proficient in English as all the
courses in the university are conducted in English. Strategies have been viewed by
O'Malley and Chamot (1990) as the tools for developing the L2 learners’
communicative ability so that they are active and self-directed as they engage in
learning. The teaching of strategies is slowly gaining ground in countries like
Malaysia as more recognition is given for its role in facilitating learners to reflect
as well as evaluate their own learning and transfer this learning across the
curriculum and outside the classroom (Ministry of Education Malaysia, 2003).
According to Macaro (2006, p. 332), performance in the L2 is affected by the
manner in which ‘clusters of strategies’ interact with language processes that
subsequently influence language skills (such as reading, writing, summarising or
report writing). In this study, it is hoped that the interaction of the writing as well
as language learning strategies, with the writing processes through SRSD will lead
to improvement in the learner’s knowledge of academic writing, as well as writing
performance and show some automatisation in the use of strategies.
Instruction on ESL writing has to some extent focused on surface features of the
text and correction of grammar although the process-based approach has been
advocated (Chow, 2007; Pereira, 2003). There appears to be some misconception
among writing instructors as to the skills and strategies of writing and language
learning that need to be taught and emphasised when teaching writing. According
to Zimmerman and Risemberg (1997), a good writer requires more than
knowledge of vocabulary and grammar, he needs to have high levels of self-
Research (Baker & Boonkit, 2004; Biedenbach, 2004; Graham, Harris, & Mason,
2005; Harris, Graham, & Mason, 2006; Macarthur & Philippakos, 2010; Mourad,
2009) has indicated that students’ writing can be affected by elements such as
poor self-regulation and strategy use as well as low self-efficacy in spite of being
taught all the necessary strategies. In the case of ESL students, these factor
significantly in their writing performance and subsequently their academic
achievement. This situation calls for an approach to writing instruction that would
provide a more supportive teaching and learning environment that would
ultimately produce students who are more self-regulated or autonomous.
It is believed that this study of writing intervention using the SRSD model with a
process orientation, will help students with low motivation and low writing ability
acquire a more positive attitude towards writing and take charge of their learning
by adopting effective self-regulated learning strategies. If students can be trained
to master and transfer these strategies to other learning situations of their own
accord, there is a chance that they will turn out to be independent strategic
learners taking charge of their general academic performance. This approach
would provide valuable insights to administrators, curriculum planners and
educators as they strive towards providing an educational system that is learner-
centred and effective in developing autonomous learners.
This study also contributes further towards educational research as it provides new
insights into how the SRSD model impacts Malay students’ self-regulation as well
as their self-efficacy in writing and its relationship with their writing ability and
language learning strategies. The study throws some light on a more effective
writing instructors with a better method of teaching writing using the SRSD
model with a process orientation. This model enables writing instructors to
incorporate both academic strategies as well as self-regulated strategies when
teaching writing. Through such an approach, writing instructors are able to
encourage students to be more autonomous in their learning by drawing up their
own strategic plan for their learning and this is an advantage, especially in large
ESL writing classes, as it frees instructors to provide more attention and coaching
for students with poor writing ability.
Lastly, the various measures and methods used in the design of the study will be
of value to researchers interested in issues of validity and multi-probe approach in
research.
1.8 Delimitations
This study that explored the use of the SRSD model in cognitive strategy
instruction for writing was confined to a sample of Malay ESL students pursuing
diploma programmes in Art and Design and Music as students from these two
programmes were found to be generally less proficient in English compared to
those from other diploma programmes in the university. It was thus felt that using
the SRSD model to teach academic writing, a skill that they are especially weak
in, as proven in previous years’ final examination performance for BEL311
(English for Academic Purposes), will be beneficial to both students and strategy
research, particularly studies involving the SRSD model. As such, the sample
consisted of students of low proficiency in English. Students of high and medium
proficiency were not involved in the study, thus limiting the generalisability of the
In fact, the SRSD model was employed in teaching academic writing, as research
on self-regulatory strategy development in this field has been inadequate. The
focus of SRSD research has been mainly on teaching students to write stories,
narratives and persuasive essays. At tertiary level, having skills in academic
writing is crucial for success in academic career even though these students may
have enrolled for a creative art course. Being skilful in academic writing would
enable them to produce better assignments and perform well in written
examinations. Without adequate training in this skill, these students would not be
able to fulfil the vision and the mission of the university, which is to produce
Bumiputras (literally meaning Sons of the earth in Malay) of calibre. It must be
noted here that the Malays form a majority in this category of the Malaysian
population.
This study thus explored the effects of the SRSD model on the self-efficacy,
language learning strategies and writing performance in academic writing of low-
proficiency Malay ESL students with the hope of training them to become better
writers.