Self-Regulated Learning and Sociodemographic Factors in Students’ L1/L2 Writing Proficiency

Background: Academic writing is a complex and demanding activity in which students have to regulate their (meta)cognitive, motivational, linguistic processes self-regulatory strategies might serve as tool accomplish tasks. The research was done part of verification Zimmerman & Risemberg’s (1997) model self-regulation writing. Previous on the relationships between students’ self-regulated learning (SRL) performance has suggested positive impact. Purpose: This paper provides insights into Croatian university first/second language (L1/L2) regarding SRL strategy use. Method: Students’ written both L1 (Croatian) L2 (English) checked, contributions sociodemographic factors were explored. A total 104 from initial final years teacher education study included research. quantitative method used including following instruments: orientation scale, Perceived academic control version values subscale, Writing questionnaire.Results: Descriptive analyses revealed that students’L1/L2 proficiency average. There no difference proficiency. Furthermore, showed mostly initiated goal orientation, tasks valuable them they had more results over mentioned Participants most effective - checking correcting text. year better compared students. Such expected since exposed extensive experience, not case with exposure English foreign (EFL learning), resulting lower level essay Success explained by cognitive less motivational factors. greater assignments avoiding effort shown, success achieved. factors, but also significantly some higher GPA asking for help employed, indicated importance mastering SRL, especially learning. Implication: implications discussed may benefit L1/L2 teachers teach could self-regulate thoughts, feelings, behaviours throughout process achieve success.