The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing

Abstract Writing in an academic context often requires students higher education to acquire a new set of skills while familiarising themselves with the goals, objectives and requirements learning environment. Students’ ability continuously self-regulate their writing process, therefore, is seen as determining factor success. In order study students’ self-regulated (SRL) behaviour, research has increasingly been tapping into analytics (LA) methods recent years, making use multimodal trace data that can be obtained from working online. Nevertheless, little still known about ways apply govern SRL processes for online, how behaviour might change over time. To provide perspectives on LA approaches examine SRL, this applied range investigate what they could tell us evolution tactics strategies relational, co-temporal, contemporaneous longitudinal level. The originates case which private Facebook group served online collaboration space first-year course foreign language majors English. findings show learners manage tasks different tactic take up key positions process Several shifts observed mainly addressing content-specific topics more form-specific social ones. Our results have also demonstrated used contemporaneous, dynamics self-regulation regard, demonstrating wealth insights bring table.