The effects of self-regulated strategy development instruction on the academic English writing skill and self-regulated learning of high school students in Thailand

This mixed-method study was conducted to investigate the effects of self-regulated strategy development (SRSD), an instructional model to teach writing and self-regulation, on academic English writing skill and self-regulated learning. In addition, it aimed to explore attitudes towards SRSD instruction. The participants were eleven pre-intermediate students at a high school in Thailand who were explicitly taught via SRSD instruction in a process consisting of six recursive stages and four self-regulation skill stages. A pre-and-post self-regulation questionnaire and pre-and post-test writing test were employed to collect quantitative data. Moreover, semi-structured interviews and classroom observations were used to obtain qualitative data regarding the students’ attitudes toward SRSD instruction. The findings demonstrate that SRSD instruction has the ability to enhance the academic writing ability and self-regulation skills of Thai high school students and generate positive attitudes towards this type of instruction.