Teaching the Writing of English: Exploring the Impact of SRSD-Based ESL Writing Instruction on the Undergraduate Students

Abstract

This study investigated the effectiveness of the Self-Regulated Strategy Development (SRSD) model in improving the writing skills of undergraduate students. A quantitative quasi-experimental design was used. A total of 60 students were selected through random sampling and assigned to an experimental group that received SRSD-based instruction. The intervention was conducted over 12 weeks, with two class sessions per week. A pre-test and post-test were administered to measure students’ writing performance before and after the treatment. The results showed a significant improvement in the writing performance of the experimental group after receiving SRSD instruction. Students demonstrated better organization of ideas, improved writing quality, and stronger self-regulation in writing tasks. The findings indicate that the SRSD model is an effective instructional approach for enhancing writing skills at the undergraduate level. It also helps improve students’ confidence and reduces writing-related difficulties. However, further studies are recommended to test the effectiveness of SRSD in different educational settings and larger populations.

Keywords: SRSD, self-regulation, undergraduate students, ESL writing, writing performance, quantitative study