The effect of self-regulated strategies on students’ procrastination in academic writing

Abstract EN

understanding academic procrastination has been an important issue in language education.

Although it is a common phenomenon, it represents a complex and multifaceted concept that educators have sought to explore its causes and attempted to suggest strategies to reduce it.

This study aimed to relate academic procrastination to self-regulatory failure.

It specifically investigated the effect of self-regulated strategies on students’ procrastination in academic writing.

Subjects were third year EFL students at the University of Bejaia, Algeria.

A mixed methodology based on a pre-experiment, pre/post tests and observation with advanced Algerian university EFL students (n=25) was used.

During the experiment, participants received instruction (five sessions) on self-regulated strategies.