Disertasi
Self-regulation and self-efficacy in efl academic writing of doctoral students while pursuing study overseas /Peggy Magdalena Jonathans
Abstrak
SUMMARY Jonathans Peggy M. (2024). Self-Regulation and Self-Efficacy in EFL Academic Writing of Doctoral Students While Pursuing Study Overseas. Dissertations Doctoral Degree in English Language Teaching Department of English ndash Faculty of Letters Universitas Negeri Malang. Advisors (I) Prof. Drs. Bambang Yudi Cahyono M.Pd. M.A. Ph.D. (II) Prof. Dra. Hj. Utami Widiati M.A. Ph.D (III) Prof. Dr. Siusana Kweldju M.Pd. Key Words Self-regulation in academic writing Self-efficacy in academic writing EFL Doctoral students Study overseas Narrative study This dissertation is a collection of narrative records of EFL doctoral students academic writing experiences during sojourning studies beyond Indonesia. The dissertation describes and discusses issues from the complexity of advanced writing to the detailed description of the development of self-regulated strategies and self-efficacy in the academic writing of doctoral students. With the proliferation of academic writing for public audiences and publication globally EFL doctoral students are increasingly exposed to international high-quality publications from dissertations. However EFL doctoral students working on academic writing and related tasks while studying overseas still need to be researched. Whereas studying overseas tends to contribute to self-regulation and self-efficacy in academic writing. Further research using narrative inquiry (N.I) on the development of EFL students in writing self-regulation and self-efficacy is essential for a more comprehensive understanding and assisting in EFL writing contexts. N.I opens wider perspectives from the data to better view the intricacy of EFL academic writing which has yet to be fully clarified by triangulation data of the qualitative study replicating the context of English as the international language to the EFL setting. Having the research gaps the present study aims to investigate the development of the students self-regulation and self-efficacy with the following research questions (1) How do EFL doctoral students develop self-regulation in academic writing while studying overseas (2) how do EFL doctoral students develop self-efficacy in academic writing while studying overseas Moreover (3) What are their challenges in academic writing their self-regulated writing strategies and self-efficacy steps taken for the challenges The narrative inquiry is the research design with three instruments (narrative frames interview FGD) to ensure the study s reliability. With this design this study began focusing on 43 sentence starters in the narrative frames two times of narrative interviews and FGD on the raising issues. Following the data collection the Nvivo application was used for themes coding. Data were collected from 8 EFL doctoral students from eastern Indonesia using criteria selection. They are enrolled in a doctoral degree study are awarded competitive scholarships and have at least ten years of experience teaching EFL. This study found three key results. First the findings showed that the students self-regulation developed through 5 strategic efforts and 14 sub-strategies in writing tasks. In detail developing self-regulation in writing began by going through related dimensions leading to successive academic writing overseas and phases up to accomplishment in writing. Second the study s results convinced that EFL doctoral students develop self-efficacy in academic writing through perceived self-efficacy which influences their progressive self-regulation and vice versa. In addition five factors lead to EFL writing self-efficacy including self-concept factors self-belief factors doctoral study factors writing self-efficacy factors and high self-efficacy sub-factors. Third this study found the challenges the students experience while studying doctoral overseas relating to the academic writing tasks and their efforts in overcoming the struggles. These results conclude that the EFL doctoral students learn to regulate their writing behaviours while demonstrating 5 SRWS (cognitive metacognitive social behavioural motivational regulation socio-cognitive). However all the demonstrated efforts in academic writing overseas are attributable to the determinants of intentions as the key to all hindrances. Further all planned behaviours in accomplishing writing tasks result from their pre-defined writing strategies in addition to their previous beliefs and current beliefs during sojourning surrounding academic norms perceived behavioural control intentions and behaviours. Rather frequent engagement with the high agency of learning goal commitment is essential for achieving better English proficiency. Additionally further research can gain more in-depth insights into comparing the development of perceived self-regulation and self-efficacy for advanced writing especially in looking into writers affective engagement. Although the study was restricted to the priceless sojourner accounts the collected data would serve as baseline research for the quantitative studies looking at the five SRW techniques of EFL sojourners.
Informasi Detail
- DDC
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Rd 421 JON s
- Prodi
- Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.
- Deskripsi Fisik
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xix, 146 lembar : ilus. ; 30 cm
- Bahasa
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Indonesia
- No Reg
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00101/RD/24
- Edisi
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Disertasi (Pascasarjana)-- Universitas Negeri Malang. 2024
- Subjek
- Pembimbing
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1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.; Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.; Prof. Dr. Siusana Kweldju, M.pd
Karya Umum 
Filsafat 
Agama 
Ilmu-ilmu Sosial 
Bahasa 
Ilmu-ilmu Murni 
Ilmu-ilmu Terapan 
Kesenian, Hiburan, dan Olahraga 
Kesusastraan 
Geografi dan Sejarah