A Study on Strategy Instruction and EFL Learners’ Writing Skill

Abstract

Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire in academic contexts. While explicit instruction of strategies is not a usual practice in foreign language classrooms, it could be beneficial for language learners. The present study aims at investigating the effect of concept mapping strategy on EFL learners' writing performance. To this end, sixty Iranian students at the intermediate level of language proficiency participated in the study. Their language proficiency was determined by Michigan Test of English Language Proficiency. The results of the Analysis of Covariance revealed that the instruction of concept mapping strategy had a positive effect on EFL learners' writing achievements. The findings have some pedagogical implications for teaching language skills and designing strategy-based syllabus leading to successful language performance. Keywords: Concept mapping, Explicit instruction, Learning strategy, Writing achievement 1. Introduction Writing is a complicated process which involves a number of cognitive and metacognitive activities, for instance; brainstorming, planning, outlining, organizing, drafting, and revising. Cognitive aspects of writing have received a particular attention, as investigators have attempted to understand the thought processes underlying the compositions of students (Flower & Hayes, 1981). According to Omaggio Hadley (1993), writing requires composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Therefore, it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of writing down on the one end to the more complex act of composing on the other end. A substantial body of research suggests that training students to use language learning strategies can help them become better language learners. Early research on "good language learners" (Naiman, Fröhlich, Stern, & Todesco, 1996) suggested a number of learning strategies that successful students employ when they learn a second or a foreign language. A study of O'Malley and Chamot (1990) suggested that effective L2/FL learners are aware of the learning strategies they use and why they use them. Meaningful learning according to Ausubel's (2000) theory occurs when students intentionally attempt to integrate new knowledge with existing knowledge. A learner who attempts to integrate knowledge has a more extensive network of knowledge and therefore more retrieval paths. Richards, Platt, and Platt (1992) presented a specific definition of strategy training and outlined three different approaches: "[It is] training in the use of learning strategies in order to improve a learner's effectiveness. A number of approaches to strategy training are used including: 1) Explicit or direct training: learners are given information about the value and purpose of particular strate...

The Effect of Cognitive and Metacognitive Writing Strategies on Content of the Iranian Intermediate EFL Learners’ Writing

“…They might model and explicitly teach the types of strategies used by more successful writers, or might predict routines where writing processes such as planning and revising were expected and strengthened (as cited in Negari, 2011). This view toward explicit teaching of learning strategies has marked a continued investigation into learning processes and support for the communicative philosophy of teaching learners how to learn, and thus become independent and autonomous learners through the use of learning strategies (Wenden, 1991 cited in Negari, 2011).…”

“…Then, it considered as a continuum of activities that range from the more mechanical or formal aspects of writing down on the one end to the more complex act of composing on the other end. (cited in Negari, 2011) It is almost certain that training learners how to use language learning strategies help them to be a successful learner. O'Malley and Chamot (1990) told that effective L2/FL learners use learning strategies consciously.…”

“…Flower and Hayes (1981) state, as a most complicated process writing involves a number of metacognitive and cognitive activities such as brainstorming, planning, drafting, and So on. Particular attention was given to cognitive aspects of writing, as Flower and Hayes (1981) have attempted to understand the thought processes underlying the compositions of students (cited in Negari, 2011). According to Omaggio Hadley (1993) Writing requires composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing.…”

Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach

“…

Abstract:Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006;Lestari, 2008;Negari, 2011). Some scholars proposed the implementation of SFL -genre based approach in teaching writing (Derewianka, 1990;Rothery, 1996).

…”

Examining the Effect of Strategy Instruction on Writing Apprehension and Writing Achievement of EFL Learners

“…As there is a widespread consensus among the researchers to propose the role of classroom strategies and explicit instruction on various stages of writing process (Charney, et al,1995;Huwari & Aziz, 2011;Oxford,2002;Marshall & Varon, 2009;Masny & Foxall, 1992;Wu, 2010) specifically prewriting stage as the most crucial stage in order to mitigate the problems associated with these phenomena , the current study focused on explicit writing strategies instruction which its effectiveness on the learners' writing performance has been highlighted by many studies ( Chamot, 2005;Cohen, 1996;Negari, 2011). Chamot, et al, (1990) assert that the purpose of the writing strategy instruction is to make students aware of writing process and to teach them the strategies associated with the good writing.…”