UC Journal, e-ISSN 2774-9401, Vol. 2, No. 2, November 2021, pp. 75-83 UC Journal: ELT, Linguistics and Literature Journal http://e-journal.usd.ac.id/index.php/UC Sanata Dharma University, Yogyakarta, Indonesia 75 DEVELOPING WRITING SKILLS THROUGH ONLINE SELF-REGULATED LEARNING Cahyaning Imani 1 and Ive Emaliana 2 Brawijaya University, Indonesia cacaimani@student.ub.ac.id; ive@ub.ac.id correspondence: cacaimani@student.ub.ac.id https://doi.org/10.24071/uc.v2i2.3849 received 11 October 2021; accepted 12 November 2021 Abstract As a side effect of the emergency transition to remote online learning, all Indonesian schools and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. However, there are issues concerning students' perseverance and achievement as fully online learning is implemented. Considering many learners may not be able to concentrate on studying under traumatic circumstances, such as a pandemic, it is necessary to consider learning strategies that produce learning opportunities for all students to achieve specific goals in distance learning. Writing skills are considered the most challenging of all language skills among English as foreign language (EFL) students. When students use an online self-regulated learning (OSEL) strategy in learning writing, they can control their performance and benefit from online learning by adjusting their behaviors. Thus, the aim of the study is to find the causal relationship between OSEL strategy and writing skills. Keywords: online learning, self-regulated learning, OSEL, writing skills. Introduction Due to the novel coronavirus disease 2019 or Covid-19's pandemic outbreak, almost all human activities have shifted online (Kramer & Kramer, 2020). The side effects of the pandemic are also being felt in the education system (Stambough et al., 2020). For education, the pandemic gives both challenges (Daniel, 2020) and opportunities (Azorín, 2020). As a side effect of the emergency transition to remote online learning, all Indonesian schools and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. In this environment, students can learn and interact with instructors and other students from anywhere, since time and location are no longer barriers (Singh & Thurman, 2019). This allows students to live far away from the campus and juggle their studies with other responsibilities such as work and family. Regardless of these advantages, proficiency in a virtual learning environment is often dependent on the students’ abilities to continually and independently participate in the learning process, as students face challenges adapting to the unplanned shift to online learning (Baticulon et al., 2021). Nonetheless, there are issues concerning students' perseverance and achievement as fully online learning is implemented. Considering many learners may not be able to concentrate on studying under traumatic