Effects of In-class and Out-of-class Writing Assignments on L2 Writing Strategy Use and Writing Quality

2015 ◽  
Vol 25 (2) ◽  
pp. 195-205
Author(s):  
SunJung Na ◽  
Hyunsook Yoon
Keyword(s):  
Strategy Use ◽  
L2 Writing ◽  
Writing Quality ◽  
Writing Assignments ◽  
Writing Strategy

Developmental Trajectories in L2 Writing Strategy Use: A Self-Regulation Perspective

2018 ◽  
Vol 102 (2) ◽  
pp. 292-309 ◽  
Author(s):  
MIYUKI SASAKI ◽  
ATUSHI MIZUMOTO ◽  
AKIRA MURAKAMI
Keyword(s):  
Developmental Trajectories ◽  
Self Regulation ◽  
Strategy Use ◽  
L2 Writing ◽  
Writing Strategy

scholarly journals An Investigation into Writing Strategies and Writing Proficiency of University Students

2017 ◽  
Vol 8 (1) ◽  
pp. 191 ◽  
Author(s):  
Saeid Raoofi ◽  
Massoud Binandeh ◽  
Saifullah Rahmani
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Strategy Use ◽  
L2 Writing ◽  
Future Research ◽  
Writing Strategies ◽  
Writing Proficiency ◽  
Social Strategy ◽  
Writing Strategy ◽  
Effort Regulation

This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students with higher writing ability reported using significantly more metacognitive, cognitive, affective and effort regulation strategies than those with lower writing proficiency. The discussion of the results, implications for language classroom and writing instruction are articulated. Limitations of the study and suggestions for future research are also presented.

scholarly journals Writing Strategy Use: AFL Learners in Sri Lanka

2014 ◽  
Vol 6 (2) ◽  
pp. 77-81
Author(s):  
Nagoor Gafoordeen ◽  
Kaseh Abu Bakar
Keyword(s):  
Sri Lanka ◽  
Strategy Use ◽  
Writing Strategy

scholarly journals The Use of L1 as a Writing Strategy in L2 Writing Tasks

2014 ◽  
Vol 14 (03) ◽  
pp. 33-50 ◽  
Author(s):  
Youngran Kim ◽  
Hyunsook Yoon
Keyword(s):  
L2 Writing ◽  
Writing Strategy

scholarly journals Personality Facets, Writing Strategy Use, and Writing Performance of College Students Learning English as a Foreign Language

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986148
Author(s):  
Tung-hsien He
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Five Factor Model ◽  
Strategy Use ◽  
Self Report ◽  
Equation Modeling ◽  
Writing Performance ◽  
Writing Strategy ◽  
Personality Facets ◽  
Learning English

This study applied the structural equation modeling (SEM) technique to explore the predictive relations among personality facets, writing strategy use, and writing performance of college students learning English as a foreign language (EFL). In total, 201 participants composed an argument-based essay, before being surveyed using two self-report instruments: the Personality Facet Scale (PFS), which measured 10 facets within the framework of the Five-Factor Model (FFM), and the Writing Strategy Scale (WSS) that assessed six types of strategy. The established structural model indicated the following: (a) Five types of strategy and six facets predicted writing performance, (b) nine facets predicted the use of at least one type of strategy, either positively or negatively, and (c) the five types of strategy mediated the relations between the nine facets and writing performance. As suggested, adding and treating strategy use as a mediator could help elaborate and elucidate the facet–performance relations in the EFL writing context.

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