An analysis of skillful student writers’ experiences on self-regulated writing strategies in academic writing

Abstract

This research aims to analyze the experience of writing academic reports and the use of self-regulating writing strategies by skillful college students. To this end, the experience using the self-regulated writing strategy of skillful college students was analyzed through an online focus group interview (FGI). As a result of the interview analysis, nine semantic categories were derived. Two strategies for planning (lack or absence of specific plans, use of elaboration strategies), five strategies for monitoring (use of self-correction, use of feedback, use of good examples, writing roughly, and reading enough material), a strategy for regulating (self-correction), and resource management strategies were found to be utilized. Based on these findings, it is necessary to teach strategies related to planning, monitoring, regulating, and resource management in writing courses, and specific strategies development guidelines need to be prepared.