Self-Regulated Learning in Creative Writing: Exploring University Students’ Experience on Medium
Abstract
The use of digital platforms for creative writing among university students is on the rise. However, limited research has explored how students apply self-regulated learning (SRL) strategies in these contexts. This qualitative study investigates (1) how university students employ SRL strategies when engaging in creative writing on Medium, (2) the challenges they encounter, and (3) the strategies used to overcome those challenges. Participants were selected based on specific criteria, including having published at least two creative pieces on Medium and completing the screening questionnaire. Data were collected via semi-structured interviews through WhatsApp chats and voice notes, and analyzed thematically using Zimmerman’s SRL framework. The findings revealed that students employed goal-setting, strategic planning, self-monitoring, and reflection throughout their writing process. Emotional motivation, peer feedback, and AI tools also played supportive roles. The study highlights the importance of integrating SRL-oriented instruction in creative writing education to enhance learner autonomy and creativity.
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