TY - JOUR
T1 - GENDER, INTERESTS, AND WRITING STRATEGIES FOR ENGLISH STUDENTS AT PRIVATE HIGH SCHOOLS IN MALANG
AU - Kaluge, Teresa Angelina
AU - Halimi, Sisilia Setiawati
N1 - Publisher Copyright:
© 2024, Association for the teaching of English as a Foreign Language in Indonesia. All rights reserved.
PY - 2024
Y1 - 2024
N2 - Despite its relevance with English language studies, not many studies have been carried out on the effect of self-regulation on writing strategies in Indonesia. This research attempted to test the effect of individual differences, particularly gender and academic interest, on writing strategies based on self-regulation while taking into account the academic interest as a mediator. This research was conducted quantitatively using a correlational design. Data were obtained through online questionnaires distributed to 324 high school students who were studying English as a foreign language in Malang, Indonesia, and were processed using descriptive and inferential multivariate statistical analyses. The results showed that students’ usage of self-regulation-based writing strategies was classified as good, and gender differences were found in the use of the ‘planning’ strategy. However, after inputting variables of academic interest as covariates, gender differences were found in several writing strategies, such as self-initiating, planning, revising, text-generating, and acting on feedback. Theoretically, this research contributes to explaining gender differences in writing strategies in teaching and learning practices. Teachers are advised to consider gender differences when introducing writing strategies, either explicitly or implicitly.
AB - Despite its relevance with English language studies, not many studies have been carried out on the effect of self-regulation on writing strategies in Indonesia. This research attempted to test the effect of individual differences, particularly gender and academic interest, on writing strategies based on self-regulation while taking into account the academic interest as a mediator. This research was conducted quantitatively using a correlational design. Data were obtained through online questionnaires distributed to 324 high school students who were studying English as a foreign language in Malang, Indonesia, and were processed using descriptive and inferential multivariate statistical analyses. The results showed that students’ usage of self-regulation-based writing strategies was classified as good, and gender differences were found in the use of the ‘planning’ strategy. However, after inputting variables of academic interest as covariates, gender differences were found in several writing strategies, such as self-initiating, planning, revising, text-generating, and acting on feedback. Theoretically, this research contributes to explaining gender differences in writing strategies in teaching and learning practices. Teachers are advised to consider gender differences when introducing writing strategies, either explicitly or implicitly.
KW - English academic interests
KW - gender
KW - individual differences
KW - self-regulation
KW - writing strategies
UR - http://www.scopus.com/inward/record.url?scp=85189642685&partnerID=8YFLogxK
U2 - 10.15639/teflinjournal.v35i1/19-39
DO - 10.15639/teflinjournal.v35i1/19-39
M3 - Article
AN - SCOPUS:85189642685
SN - 0215-773X
VL - 35
SP - 19
EP - 39
JO - Teflin Journal
JF - Teflin Journal
IS - 1
ER -