Self-Regulated Learning and Students’ Written Communication Skills
Author: Allanie Bete, Dean Mark Ochoco, Earl Dave Sabasaje, Sandra Solon, Kent Leo Estaura
Country: Philippines
Volume & Issue: Volume 1, Issue 1, January 2026 - April 2026
Page No.: 28-48
DOI.: https://doi.org/10.63941/OCCkatatau.2026.1.1.03
Publication Date: March 20, 2026
Abstract:
This study investigated the relationship between self-regulated learning (SRL) strategies and the written communication skills of second-year teacher education students in a local community college in Mindanao, Philippines. It examined how key SRL strategies—goal setting, self-monitoring, and self-evaluation—correlated with aspects of written communication such as content, grammar, vocabulary, organization, and mechanics. The research utilized a descriptive-correlational design with 84 students from the Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs. Using a Likert-scale questionnaire to assess SRL behaviors and a rubric-based evaluation for written communication, the findings revealed weak, non-significant correlations between SRL strategies and writing skills. Despite high levels of SRL behaviors among students, the study suggested that other factors may have been more influential in improving writing performance, urging educators to consider alternative instructional methods or support systems to enhance written communication. The study encouraged educators to explore different teaching methods or support strategies to boost students' writing abilities and emphasized that improving writing skills might require a more holistic approach beyond just self-regulation.
Keywords:
Self-Regulated Learning; Written Communication Skills; Teacher Education; Correlation; Instructional Method
