“BARRIERS TO ENGLISH WRITING PROFICIENCY: CONTEXTUAL CHALLENGES AND THEIR IMPACT ON SELF-REGULATED LEARNING AMONG VISUALLY IMPAIRED SECONDARY STUDENTS IN PAKISTAN”

Abstract

This study investigates the contextual barriers that hinder English writing proficiency among visually impaired secondary students in Pakistan’s special education institutes, with a particular focus on their impact on self-regulated learning (SRL) strategies. Employing a quantitative research design, data were collected from 110 students in Grades 9 and 10 using the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ), the Contextual Barriers Assessment Tool (CBAT), and a writing proficiency test. The findings reveal significant systemic challenges within the special education system, including limited resource accessibility, inadequate teacher training, and curriculum gaps, which collectively impede writing skill development. Among SRL strategies, Motivational Self-Talk emerged as the most utilized, reflecting students' reliance on internal motivators, while Emotional Control was the least employed, indicating persistent struggles with stress and anxiety. Regression analysis identified resource accessibility and teacher training as key predictors of writing proficiency, explaining 41% of the variance. The findings underscore the need for systemic reforms in special education practices to support visually impaired learners, providing actionable insights for educators and policymakers in addressing barriers and enhancing SRL strategy adoption in resource-constrained contexts.