Self-Regulation: A Strategic approach to Developing Essay Writing at Secondary Level

Abstract

Autonomy, critical thinking, flexibility and problem solving are key skills for successful communication in today’s dynamic globalized knowledge economy.  As English is the de facto lingua franca of the international community and the knowledge economy, there is a strong need for Pakistani English as second language (ESL) learners to develop these skills alongside proficiency in the English language. In this context, Self-Regulated Language Learning (SRLL) Strategies are vital for developing the metacognitive abilities and creativity of the learners. The current study investigated the impact of SRLL strategy training on the learners’ second language writing task performance and perception of their writing proficiency. The sample comprise 50 students enrolled at a private English medium secondary school in Rawalpindi. The study drew upon Oxford’s 2011 S2R framework (Strategic Self-Regulated Language Learning Strategies) to train the students to make strategic use of SRLLs. The study found considerable improvement in learners’ writing task performance. Through strategy training, they became more autonomous and flexible in completing set writing tasks and experienced greater motivation towards their second language writing tasks. The findings of the study are of use to L2 learners as well as for teachers in developing greater self-regulation in ESL learning.