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

E-Learner Characteristics and E-Learner Satisfaction

2012 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Po Hsuan Chen
Keyword(s):  
Goal Orientation ◽  
Computer Mediated Communication ◽  
Self Regulation ◽  
Strategy Use ◽  
Learner Satisfaction ◽  
Learner Characteristics ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
E Learning ◽  
Learning English

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.

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
Sign in / Sign up

Export Citation Format

Share Document