Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergraduate and postgraduate students in a Malaysian public university. The data were gathered using a structured questionnaire adapted from Raoofi et al. (2017), consisting of 27 items grouped under three main strategy domains: metacognitive, cognitive/effort regulation and social-affective strategies. The data obtained were analysed using descriptive statistics and correlation analysis through SPSS. The findings show that learners reported using metacognitive strategies, particularly for revising and monitoring their writing, while social strategies were used at a moderate level. This correlation analysis shows significant relationships among all three factors, with the strongest between personal and behavioural factors. Overall, the findings reveal the interconnected roles of cognition, action, and the learning environment in academic writing. The study provides pedagogical insights on shaping self-regulated writers and offers directions for further research on developing writing strategies.
Noor Hanim binti Rahmat, Nur Huslinda Che Mat., Norazrin Zamri et al.· International journal of res...· 0 citations
This systematic literature review (SLR) synthesises global research on the discursive construction of professional identities among English as a Second Language (ESL) educators between 2016 and 2026. Following the PRISMA 2020 protocol, this study rigorously screened 210 records from the Scopus and Web of Science (WoS) databases, resulting in the selection of 30 peer-reviewed articles for final synthesis. The review addresses three core research questions, mapping contemporary trends, methodological frameworks, and the intersecting contextual factors that shape the professional identities of ESL educators. The findings reveal that professional identity is not a static construct but a dynamic, negotiated process of "identity work" occurring at the intersection of five emerging pillars: Teacher Education & Development, Institutional Power & Constraints, Emotional Labour & Well-being, Linguistic Ideology & Marginalisation, and Digital Pedagogy & Technology. The synthesis indicates that while narrative and phenomenological inquiries remain dominant, there is a clear trend toward micro-discursive and multimodal methodologies. Crucially, the review highlights that ESL educators’ identities are continuously shaped by the tension between institutional accountability and personal agency. However, there remains a critical gap in understanding how intersecting dynamics such as academic hierarchies, linguistic ideologies, and institutional precarity are navigated within the multiculturally unique tertiary institutions of Southeast Asia. Future empirical research must explore how ESL educators in these stratified settings negotiate their complex and competing professional identities and agency discursively.
Norazrin Zamri, Wan Syariza Wan Yadri, Sathiyaperba Subramaniam et al.· International journal of res...· 0 citations