Exploring Self-Regulated Learning Strategies Employed by Visually Impaired Secondary Students in EFL Writing Contexts

Abstract

This study investigates the self-regulated learning (SRL) strategies employed by visually impaired secondary students in special education institutes within English as a Foreign Language (EFL) writing contexts. Drawing on Pintrich’s (2004) SRL model, the research explores nine key SRL strategies, including Text Processing, Course Memory, Motivational Self-Talk, and Emotional Control, to understand how these learners navigate the complexities of EFL writing. A quantitative research design was adopted, utilizing the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ) and a writing test to collect data from 110 visually impaired students in Punjab, Pakistan. The analysis, conducted using SPSS, revealed Motivational Self-Talk and Course Memory as the most frequently employed strategies, highlighting their critical role in fostering resilience and compensating for sensory limitations. Conversely, Emotional Control and collaborative strategies like Peer Learning showed limited use, indicating areas for targeted interventions. These findings emphasize the importance of memory-based and motivational strategies while underscoring the need for stress management and accessible collaborative approaches tailored to special education settings. The study contributes to the growing body of SRL research by addressing the unique needs of visually impaired learners in special education contexts and offers actionable insights for educators and policymakers.