The Developing English Writing Skills Through Self-Regulation and Guidance in Pre-College Students

Developing English Writing Skills Through Self-Regulation and Guidance in Pre-College Students

Abstract

In the current Cuban educational context, instructional guides have emerged as a powerful tool for promoting self-regulation among high school students. These guides not only provide a set of instructions and learning resources but also serve as an effective means of empowering students by fostering their autonomy, responsibility, and metacognition. The objective of this article is to present an instructional guide that was created as a result of the master’s thesis Development of English Writing through Self-Regulation and Guidance in Pre-University Students. This study employed a qualitative approach, based on data collection through the observation of natural behaviors, discourse, and open-ended responses for subsequent interpretation of meanings, as well as semi-structured interviews, with the support of the ATLAS ti tool. Through an exhaustive analysis of the data obtained, conclusions have been drawn that not only inform the creation of the instructional guide but also shed light on the challenges and opportunities inherent in this pedagogical endeavor.