Analysing Self-Regulation in Academic Writing: A Study of Select Essay Writers
DOI:
https://doi.org/10.58213/ell.v3i2.39Keywords:
writing supervision, disciplinary writing, writing regulation, metacognition, motivationAbstract
A sociocultural approach to understanding how social environment and social interaction are connected to writing regulation has been more important in writing research over the past several decades. Self-regulation in three successful Bachelor essay writers in literature is examined via a participatory appropriation theory lens, and how contact with supervisors helped them acquire writing regulation in ways appropriate to their academic backgrounds. With the help of Pintrich's self-regulation framework, we conducted three in-depth qualitative interviews with participants at three different stages throughout the research. Using data from this study on students' self-regulation of writing and social interactions, such as their conversations with their supervisors, researchers were able to see whether there was any overlap between the two. In light of our results, we may infer that supervisors acted as socializers, helping students adopt disciplinary-relevant ways of thinking and behaving while also encouraging students' motivation and re-conceptualizing the writing process. This study, seen as a whole, answers to requests for research into the social framework in which self-regulation is rooted.
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