أثر استخدام استراتيجية التعلم المنظم ذاتياً في تحسين مهارات الكتابة و التنظيم الذاتي لدى طلبة كلية اللغات بجامعة عدن

Abstract EN

Impact of self-regulated learning strategy on improving writing skills and self-regulation for sophomores of Faculty of Language.

Aden University The search aimed to explore impact of self-regulated learning strategy on improving writing and self-regulation for sophomores of Faculty of Languages, Aden University.

The researcher used semi-experimental with an experimental group and a control group.

The researcher designed a list of skills of writing in English, measure of self-regulated learning strategies, essay test for writing skills and guide for teaching staff on writing ski Ik according to self-regulated learning strategy and measure of self-regulation skills.

After establishing fidelity and consistency of the research tools, they were applied to the study sample of 61 second-level male and female students.

The researcher used a number of statistical methods such as arithmetic averages, standard deviations.

Pearson s correlation coefficient.

Alpha Cronbach coefficient.

T tests for two independent samples.

The research reached the following, the most important of which are: Excelling of experimental group of smdents who studied using self- regulated strategy compared to the control group of smdents who used the normal studying method in post writing skills test for the skills of content, organization, word choice and language, conventions and in writing skills in general.

There were statically meaningful differences of (0.05) between averages of the pre and post measures of the experimental group in the skills of goal setting and planning, organizing and transforming, sclf- monitoring.

self-evaluation and resource management in favor of post measure.

hi light of the outcomes reached by the study, the researcher recommended that students be trained in strategies of self-regulated and include such strategy in the writing curriculum while considering psychological, social and skill characters that distinguish writing from other curricula and that there should be an environment that help students have the opportunity to learn self-learning and mechanisms for applying it in the class.