DOI: 10.36347/sjahss.2017.v05i03.004

Pages: 163-171

This research aimed at investigating the effectiveness of the integration of self-regulated learning strategies in learning specifically in academic writing of EFL college students. Main research questions were asked: (1) To what extent will students’ self-regulated strategy use be improved? (2) To what extent will students’ academic achievement be affected by the self-regulated learning strategies? The sample of the study was divided into an experimental group and a control group, each of which contained 20 students. A quasi-experimental pre-test post–test control group design was employed (both qualitative and quantitative). Pedagogical implications of the study were discussed.