The Relationship between EFL Students’ Use of Writing Strategies and Their Writing Achievement
Main Article Content
Keywords
arguments, argumentative writing, EFL students, writing strategies
Abstract
Research on writing strategies has defined their characteristics and focused on their contribution to writing gains over the last few decades. However, little has been written about how Moroccan EFL students perceive and use these strategies in their attempts to produce an essay. This paper seeks to fill that gap by investigating the employment of writing strategies by 245 students majoring in English at a university. The data were collected through a questionnaire, inspired by some related existing scales, and interviews were conducted with a group of participants. The participants were sampled adhering to the convenience type of sampling since the data collection was completed in one of the students’ usual classes. Combining both quantitative and qualitative analyses, findings demonstrated that writing strategies were used to a higher extent, with the students’ strong tendency to deploy memory and compensation strategies. It was also found that there is a positive and significant correlation between students’ use of writing strategies and argumentative writing. The qualitative findings added that the although the participants said they practiced writing strategies, the majority did not know how to use them. Some implications and recommendations are also discussed. The current study has provided useful insights into students’ readiness to use writing strategies in the Moroccan context and how their use may mitigate their difficulties in producing a well-argued essay.
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References
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Okasha, M. A., & Hamdi, S. A. (2014). Using strategic writing techniques for promoting EFL writing skills and attitudes. Journal of Language Teaching and Research, 5, 674-681. https://doi.org/10.4304/jltr.5.3.674-681
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Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New
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Pawlak, M. (2018). The use of language learning strategies in a second and third language: The
case of foreign language majors. Studies in Second Language Learning and Teaching, 8(2),
427-443.
Pawlak, M., & Oxford, R. L. (2018). Conclusion: The future of research into language learning
strategies. Studies in Second Language Learning and Teaching, 8(2), 525-535.
Perl, S. (1979). The composing processes of unskilled college writers. Research in the Teaching
of English, 13(4), 317-336.
Petric, B., & Czarl, B. (2003). Validating a writing strategy questionnaire. System, 31(2), 187-215.
Sommers, N. (1980). Revision strategies of student writers and experienced adult writers. College Composition and Communication, 31(4), 378-388.
Spack, R. (1984). Invention strategies and the ESL college composition student. TESOL Quarterly, 18(4), 649-670.
Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models
of self-regulated learning strategies. The Modern Language Journal, 100, 1-28.
van Emeren, F. H., Grootendorst, R., & Henkemans, F. S. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. New York, London: Routledge.
Wang, G. (2023). The effects of self-regulated learning writing strategies on English writing self-efficacy among Chinese non-English major students. Open Journal of Social Sciences, 11(8), 164-176. DOI: 10.4236/jss.2023.118011
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195
209.
Zhang, L. J. (2021). Crossing literacy borders through writing: Transformational apprenticeship and repositioning of EAL learners. In A. Golden, L. A. Kulbrandstad & L. J. Zhang (Eds.), Crossing borders, writing texts, being evaluated: Cultural and disciplinary norms in academic writing (147-163). England: Bristol.
Zhang, T., & Zhang, L.J. (2021). Taking stock of a genre-based pedagogy: Sustaining the development of EFL students’ knowledge of the elements in argumentation and writing improvement. Sustainability, 13, 1-24. https://doi.org/10.3390/su132111616
Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. ELT
Journal, 41, 257-267.
Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and
analysis. New York, London: New York University Press.
Baker, W., & Boonkit, L. (2004). Learning strategies in reading and writing: EAP contexts. RELC
Journal, 35(3), 299-328.
Bryman, A. (2012). Social research methods (4th ed.). New York: Oxford University Press.
Campbell, C. (1990). Writing with others’ words: Using background reading text in academic
compositions. In B. Kroll (Ed.), Second language writing: Research insights for the
classroom (pp. 11-23). California: Cambridge University Press.
Creswell, J., & Clark, V. P. (2018). Designing and conducting mixed methods research (3rd ed.).
USA: SAGE.
Crossley, S. A., Muldner, K., & Mcnamara, D. S. (2016). Idea generation in student writing: Computational assessments and links to successful writing. Written Communication, 33, 328-354. https://doi.org/10.1177/0741088316650178
Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39(1), 81-141.
Dinsa, M. T. (2023). EFL students’ writing strategies in Ethiopia: Gender and year level. Cogent Education, 10, 1-21.
Dornyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning
environment. Language Learning, 230-248.
Dornyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction,
administration, and processing (2nd ed.). New York, London: Routledge.
Fahim, M., & Mirzaii, M. (2014). Improving EFL argumentative writing: A dialogic critical thinking approach. International Journal of Research Studies in Language Learning, 3(1),
3-20
Ferretti, R. P., & Lewis, W. E. (2018). Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing. Reading and Writing, 1-20.
Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of
students’ argumentative writing strategies? Journal of Educational Psychology, 101(3),
577-589.
Flower, L. (1979). Writer-based prose: A cognitive basis for problems in writing. College English, 41(1), 19-37.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition
and Communication, 32(4), 365-387.
Forbes, K. (2018). “In German I have to think about it more than I do in English”: The foreign language classroom as a key context for developing transferable metacognitive writing strategies. In A. Haukas, C. Bjorke & M. Dypedahl (Eds.), Metacognition in language learning and teaching (pp. 139-156). New York, London: Routledge.
Freely, A. J., & Steinberg, D. L. (2009). Argumentation and debate: Critical thinking for reasoned decision making (12th ed.). United States: Wadsworth Cengage Learning.
Graham, S., & Harris, K. R. (1997). It can be taught, but it doesn’t develop naturally: Myths and
realities in writing instruction. School Psychology Review, 26, 414–424.
Hull, G. A. (1987). The editing process in writing: A performance study of more skilled and less
skilled college writers. Research in the Teaching of English, 21(1), 8-29.
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31, 217-230.
Kang, J. Y. (2005). Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing, 14, 259-279.
Khosravi, M., Ghoorchaei, B., & Mofrad, A. (2017). The relationship between writing strategies,
self-Efficacy and writing ability: A case of Iranian EFL students. International Journal of
English Language & Translation Studies, 5(3), 96-102.
Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and learning
assessing writing. Sydney: University of New South Wales Press.
Liu, F., & Stapleton, P. (2014). Counterargumentation and the cultivation of critical thinking
in argumentative writing: Investigating washback from a high-stakes test. System, 45, 117-
128.
Liu, F., & Stapleton, P. (2020). Counterargumentation at the primary level: An intervention study investigating the argumentative writing of second language learners. System, 89, 1-15.
Loewen, S., & Plonsky, L. (2016). An A-Z applied linguistics research methods. London: Palgrave.
Nussbaum, E. M., & Kardash, C. M. (2005). The effects of goal instructions and text on the generation of counterarguments during writing. Journal of Educational Psychology, 97(2), 157–169
Odell, L. (1977). Measuring changes in intellectual progresses as one dimension of growth in
writing. In C. R. Cooper & L. Odell (Eds.), Evaluating writing: Describing, measuring,
judging (pp. 107-132). New York: National Council of Teachers of English.
Okasha, M. A., & Hamdi, S. A. (2014). Using strategic writing techniques for promoting EFL writing skills and attitudes. Journal of Language Teaching and Research, 5, 674-681. https://doi.org/10.4304/jltr.5.3.674-681
Oxford, R. L. & Amerstorfer, C. M. (2018). Conclusion: Lessons learned and the future of situated learning strategies. In R. L. Oxford & C. M. Amerstorfer (Eds.), Language learning
strategies and individual learner characteristics: Situating strategy use in diverse contexts (pp. 287-297). London: Bloomsbury.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New
York: Newbury House.
Pawlak, M. (2018). The use of language learning strategies in a second and third language: The
case of foreign language majors. Studies in Second Language Learning and Teaching, 8(2),
427-443.
Pawlak, M., & Oxford, R. L. (2018). Conclusion: The future of research into language learning
strategies. Studies in Second Language Learning and Teaching, 8(2), 525-535.
Perl, S. (1979). The composing processes of unskilled college writers. Research in the Teaching
of English, 13(4), 317-336.
Petric, B., & Czarl, B. (2003). Validating a writing strategy questionnaire. System, 31(2), 187-215.
Sommers, N. (1980). Revision strategies of student writers and experienced adult writers. College Composition and Communication, 31(4), 378-388.
Spack, R. (1984). Invention strategies and the ESL college composition student. TESOL Quarterly, 18(4), 649-670.
Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models
of self-regulated learning strategies. The Modern Language Journal, 100, 1-28.
van Emeren, F. H., Grootendorst, R., & Henkemans, F. S. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. New York, London: Routledge.
Wang, G. (2023). The effects of self-regulated learning writing strategies on English writing self-efficacy among Chinese non-English major students. Open Journal of Social Sciences, 11(8), 164-176. DOI: 10.4236/jss.2023.118011
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195
209.
Zhang, L. J. (2021). Crossing literacy borders through writing: Transformational apprenticeship and repositioning of EAL learners. In A. Golden, L. A. Kulbrandstad & L. J. Zhang (Eds.), Crossing borders, writing texts, being evaluated: Cultural and disciplinary norms in academic writing (147-163). England: Bristol.
Zhang, T., & Zhang, L.J. (2021). Taking stock of a genre-based pedagogy: Sustaining the development of EFL students’ knowledge of the elements in argumentation and writing improvement. Sustainability, 13, 1-24. https://doi.org/10.3390/su132111616
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Apr 1, 2024
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Oussou, S., Kerouad, S., & Hdii, S. (2024). The Relationship between EFL Students’ Use of Writing Strategies and Their Writing Achievement. JURNAL ARBITRER, 11(1), 1–12. https://doi.org/10.25077/ar.11.1.1-12.2024
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