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

Little research has been conducted to develop and validate a scale to measure L2 writing strategies. The purpose of this study was to validate a writing strategy questionnaire for English as a Second language (ESL) learners. The validation process involved both qualitative and quantitative methods. First, in the item construction stage, 30 items were constructed through a process that involved both L2 writing experts’ comments and undergraduate students’ interviews. Then, in the statistical analysis stage, the prepared thirty-item questionnaire was administered to 322 undergraduate students who were non-native speakers of English. The data was analyzed using Principal Component Analysis. The results showed that the writing strategies used by non-native learners of English cluster into five categories: metacognitive, cognitive, metacognitive, affective effort regulation and social strategies. Limitations of the study and directions for future research are indicated.

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The role of L2 writing self-efficacy in integrated writing strategy use and performance

Assessing Writing ◽

10.1016/j.asw.2020.100504 ◽

2021 ◽

Vol 47 ◽

pp. 100504

Author(s):

Seyyed Ehsan Golparvar ◽

Afshin Khafi

Keyword(s):

Self Efficacy ◽

Strategy Use ◽

L2 Writing ◽

Writing Strategy ◽

And Performance

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An Investigation into Writing Strategies and Writing Proficiency of University Students

Journal of Language Teaching and Research ◽

10.17507/jltr.0801.24 ◽

2017 ◽

Vol 8 (1) ◽

pp. 191 ◽

Cited By ~ 2

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.

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