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All Journal PREMISE: Journal of English Education and Applied Linguistics JEELS (Journal of English Education and Linguistics Studies)
Pupiales Chuquin, Ector Geovanny
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Education Languange, Linguistic, Communication & Media Social Sciences

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THE EFFECT OF SELF-REGULATED LEARNING STRATEGY ON WRITING QUALITY OF UNIVERSITY STUDENTS HAVING DIFFERENT COGNITIVE STYLES Wahyuni, Sri; Pupiales Chuquin, Ector Geovanny; Aini, Nurul
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i2.12021

Abstract

Writing skills are still considered difficult and complex to master by second and foreign language students. Hence, students need to have a good self-regulated learning (SRL) strategy to enhance their writing quality. Furthermore, different types of students' cognitive styles may influence the effect of the SRL strategy used by the students in writing. This article aims to investigate the effect of SRL strategy on the writing quality of students with different cognitive styles. By employing an ex post facto research design, thirty-nine English students joined this study. Direct writing test, SRL questionnaire, and Group Embedded Figure Test (GEFT) were used to collect the data, and simultaneous regression was used to analyze the data. The findings indicate that students' SRL levels and cognitive styles vary, which in turn affects their writing quality. However, the result of the simultaneous regression calculation (0.384) was higher than the significance level (0.05). It means that there was no significant effect of the SRL strategy on the writing quality of students having different cognitive styles simultaneously. Those variables may affect students' writing quality independently. The implication is that EFL instructors should consider individual learner factors independently rather than assuming interaction between SRL and cognitive styles.
Linguistic Challenges and English Writing Proficiency among Senior High School Students in Portovelo Public School Pupiales Chuquin, Ector Geovanny; Lizaldes E., Orlando Vicente
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.4423

Abstract

 Writing in English as a Foreign Language (EFL) continues to pose significant challenges for senior high school students, primarily due to linguistic difficulties in writing skills. This study aimed to identify the linguistic challenges that affect students´ writing skills and to determine the correlation between these challenges and their performance on an English writing proficiency test. The research involved a sample of 81 third-year students from a public high school. Data was collected using a 30-item proficiency test that assessed knowledge of definite and indefinite articles, count nouns, and false friends. A structured questionnaire was also administered to examine difficulties focused on grammar, vocabulary, and L1 (first language) interference were the main linguistic challenges influencing students’ writing performance. However, the correlation analysis showed weak relationships between linguistic challenges and overall writing proficiency. This indicated that although linguistic competence impacts writing, it is not the only factor affecting students’ performance. The implication of this finding is that writing instruction should not focus solely on correcting grammar or vocabulary errors but should include broader instructional strategies that address cognitive and contextual. aspects of writing. In conclusion, overcoming EFL writing difficulties requires a comprehensive teaching approach that supports multiple dimensions of language learning, including linguistic, psychological, and environmental factors.
Co-Authors Aini Nurul Lizaldes E., Orlando Vicente Sri Wahyuni