Students’ Perception of Using Auto-base Account @english_menfess on X for Self-Regulated Learning in Writing Skill

Abstract

This research aims to investigate students’ perceptions of using the auto-base account @english_menfess on X and to analyze its role in fostering self-regulated learning (SRL) to improve writing skills. This study applied a descriptive qualitative approach. The participants were six students from the English Education Study Program selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify themes related to students’ perceptions and SRL practices. The findings show that students generally have positive perceptions toward the use of @english_menfess as a learning platform. They consider the platform enjoyable, engaging, and less stressful because of its informal environment and anonymous auto-base feature. The platform motivates students to practice writing, enrich vocabulary, improve grammar awareness, and increase confidence in writing English. In addition, @english_menfess supports the development of self-regulated learning through goal setting, learning strategies, self-monitoring, self-evaluation, and continuous learning engagement. By being exposed to English content and interacting with other users, students become more independent and reflective in their learning process. However, the study also found several challenges, such as unclear feedback and responses from non-expert users, which require students to think critically when evaluating information. Despite these limitations, @english_menfess is still perceived as an effective supplementary medium for improving writing skills. In conclusion, the platform significantly contributes to supporting students’ self-regulated learning and writing development outside the formal classroom setting.