EXPLORING WRITING STRATEGIES THROUGH SOCIAL COGNITIVE THEORY AMONG MALAYSIAN UNIVERSITY STUDENTS
DOI:
https://doi.org/10.37231/apj.2025.8.2.744Abstract
Abstract: Writing endows a paramount importance in the sphere of tertiary education as it helps develop students’ ability to express their ideas effectively in a structured way which will consequently prepare them for the professional world. However, the complexity and high demand of the skill made it difficult for students to excel in their writing. Considerable time and consistent practice that needed to be invested to ensure total mastery also intensified the challenge students face in their effort to write effectively. Considering these challenges, it is significant to explore strategies to enhance students’ writing skills. Hence, this quantitative study seeks to investigate the components of writing skills which are metacognitive, cognitive, effort regulation, social and affective and their relationship with Bandura’s Social Cognitive Theory which focuses on cognitive, behaviour and environment. The study involved 200 students from various courses from a public university in Malaysia. A survey was distributed through Google Form. The data showed that students’ experience and knowledge are important under the cognitive strategy. The study also showed that despite challenges in writing, the students demonstrate perseverance in engaging in such activities as peer support is paramount and was sought by the students while managing their writing task. Finally, the study also discovered a high significant association between all variables involved namely between cognitive and behaviour, behaviour and environment and environment and cognitive components in writing. The study could serve as a valuable resource for enhancing the teaching of writing skills, particularly in ensuring autonomous learning among students.
Keywords: Affective Strategy; Metacognitive Strategy; Social Cognitive Theory; Writing Challenges; Writing Strategies.
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