The Impact of Self-Regulated Learning Strategies on Writing Proficiency Among Visually Impaired Secondary Students in EFL Contexts

Abstract

This study examines the role of self-regulated learning (SRL) strategies in enhancing writing proficiency among visually impaired secondary students in English as a Foreign Language (EFL) contexts in Pakistan. Using Pintrich’s (2004) theoretical model, a quantitative design was employed to analyze data from 110 students collected via the Self-Regulated Writing Strategies and Learning Questionnaire (WSSRLQ) and a 200-word argumentative writing test. Statistical analyses, including correlation, t-tests, regression, and ANOVA, identified Course Memory as the strongest and most significant predictor of writing proficiency (r = 0.205, p = 0.031; B = 0.048, p
= 0.037). Conversely, Goal-Oriented Monitoring revealed a negative relationship (r = -0.173, p

= 0.070), indicating challenges in its application. Strategies like Peer Learning and Feedback Handling had minimal impact. The findings emphasize memory-based approaches, tailored monitoring strategies, and emotional regulation as critical for improving writing outcomes.