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a b s t r a c tLearners' strategy use has been widely researched over the past few decades. However, studies which focus on the impact of strategy instruction on strategy use, and how far learners of different proficiency levels are able to use the strategies taught in an effective manner, are somewhat rare. The focus of this paper is the impact of writing strategy instruction on writing strategy use of a group of 12 s language learners learning to write in English for Academic Purposes classes. Stimulated recall was used to explore whether this impact differed according to the proficiency level of the students, and revealed that for both high and low proficiency learners' strategy use developed as a result of the instruction. The implications of these findings for strategy instruction design are discussed.

Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study that attempted to investigate the impact of writing strategy instruction on writing strategy use and writing performance of a group of undergraduate students following a course in English for Academic Purposes in Sri Lanka. The study used a pre-test post-test experimental research design and the data were collected using multiple methods. The results revealed that the students could be trained to use writing strategies effectively and their writing strategy use and writing performance increased significantly after strategy instruction.

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an Advanced Writing Skills course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström’s activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants’ engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.

Research is a requisite for most of the undergraduate honors degrees offered by universities worldwide and these undergraduates are expected to submit a dissertation based on their research. Given the new demands of this independent component of learning, it is important to understand the challenges faced by students and the strategies that they employ in successfully navigating the various components of this process. This knowledge is useful to mentors and course developers as it provides insights about the firsthand experience of the students. The present study used a qualitative research design to investigate the research experience of a purposive sample of undergraduates who completed their Bachelor of Arts Honors in English and English Language Teaching in an open and distance university in Sri Lanka in the academic year 2017/2018. The responses from 12 undergraduates in the form of written stories were coded and analyzed thematically. The study revealed areas which need attention by mentors, faculty, and universities, especially those in open and distance contexts, when providing support to novice researchers.