Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers

System ◽  
2016 ◽  
Vol 60 ◽  
pp. 105-116 ◽  
Author(s):  
Xiao Lei
Keyword(s):  
Strategy Use ◽  
Sociocultural Perspective ◽  
Writing Strategy

scholarly journals Strategic Use of English to Study Science: A Perspective from Communities of Practice

2014 ◽  
Vol 2014 ◽  
pp. 1-8
Author(s):  
Aneta Hayes ◽  
Nazia Al-Amri
Keyword(s):  
Communities Of Practice ◽  
English Language ◽  
Writing Skills ◽  
Strategy Use ◽  
Sociocultural Perspective ◽  
Strategic Actions ◽  
Individual Agency ◽  
Educational Backgrounds ◽  
Writing Strategy ◽  
Self Reporting Questionnaire

This research is underpinned by the sociocultural perspective of communities of practice which situates learning and students’ use of strategic actions to achieve the desired goals in the practices of their communities. Strategic use of the English language is the focus of this study and the aim of this research was to establish whether differences in the strategic use of writing skills in English exist between students of various educational backgrounds. A self-reporting questionnaire on the writing strategy use was distributed among 94 students enrolled in the Foundation Year in one university. The questionnaire items were classified into subgroups, including cognitive, metacognitive, social, affective, compensation, memory, and negative strategies. The results showed that no differences exist among students in all groups in terms of the overall strategy use and in each questionnaire subgroup. Data was analysed using the Mann-Whitney U test and the Kruskal-Wallis one-way analysis of variance. All results were statistically insignificant. The findings from this study have implications for the theory of communities of practice, suggesting that sources of student choices regarding the use of English skills to study science might be related more to their individual agency rather than specific communities of practice.

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 Effectiveness of Application of Writing Strategies in Writing Instruction

2017 ◽  
Vol 8 (2) ◽  
pp. 355
Author(s):  
Chenrong Han
Keyword(s):  
Writing Instruction ◽  
Second Language Writing ◽  
Writing Strategies ◽  
Sociocultural Perspective ◽  
Strategy Research ◽  
Future Directions ◽  
Writing Research ◽  
Writing Strategy ◽  
English Majors ◽  
Language Writing

Research on writing strategies has been a well-established field in second language writing research and the application of writing strategies in pedagogy has been widely acknowledged to effectively improve the process and product of English composition. This article explores how English as a foreign language learner’s writing strategy use within both traditional cognitive views and sociocultural perspective. While ESL composition research actively investigates writing strategies on English majors in university, less attention has been directed to non-English majors and their composing situations differ from those of English majors. This article attempts to begin to fill this gap. The findings from this study are concluded about the specific solutions that can be practiced in writing instruction and suggest future directions of writing strategy research.

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.

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
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