scholarly journals The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 517
Author(s):  
Syaadiah Arifin

This study aims to analyze the similarities, differences, and transferability of students' writing strategies in L1 (Indonesian) and L2 (English). Data were obtained from four participants majoring in English Education, two males and two females, which were categorized into skilled and less-skilled writers. The data were collected for four months using various methods, namely think-aloud protocols (TAPs), retrospective and semi-structured interviews, observations, and written drafts. The result showed that students employed similar personal strategies while writing in Indonesian (L1) and English (L2). This means that they transferred L1 strategies to L2 with some variances and similarities. The skilled writers viewed writing as a cyclical process of planning, writing, reading/rereading, rehearsing, and revising their texts. Meanwhile, less-skilled writers tended to employ linear and less recursive strategies. Furthermore, subsequent studies need to be conducted using these research findings and suggestions.

2020 ◽  
Vol 53 (1) ◽  
pp. 78
Author(s):  
S. Arifin

Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.


1993 ◽  
Vol 2 (3) ◽  
pp. 203-225 ◽  
Author(s):  
Joanne Devine ◽  
Kevin Railey ◽  
Philip Boshoff

2005 ◽  
Vol 14 (2) ◽  
pp. 71-104 ◽  
Author(s):  
Sarah J. McCarthey ◽  
Yi-Huey Guo ◽  
Sunday Cummins

2008 ◽  
Vol 43 (2) ◽  
pp. 139-155
Author(s):  
Beverly Anne Baker

Abstract In North American university contexts, the language diversity found in English mainstream composition (“L1”) classrooms resembles more and more that found in ESL (“L2”) writing classrooms. As these two groups become less differentiated, those specifically trained in L2 writing might well wonder whether the needs of the non-native speakers of English are acknowledged and addressed in the mainstream classrooms. The author examines several different theoretical constructs that have informed and continue to inform the literature on L1 composition pedagogy, demonstrating that some of these allow for the inclusion of linguistically diverse groups better than others. Fortunately, the recent turn to social and critical approaches to teaching composition reflect well the preoccupations of both L1 and L2 writing teachers. More and more attention is being paid to discussions of “linguistic diversity,” a term which now includes non-native speakers. This suggests a future convergence in the activities of instructors of L1 and L2 writing, leading to benefits for linguistically diverse groups.


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