L2 Writing Strategies Used by EFL Graduate Students

Arifin, Syaadiah

doi:10.22236/jer_vol2issue2pp115-129

Cited by 5 publications

(8 citation statements)

References 16 publications

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“…Asmari (2013), also claimed that writing strategies is a factor that gives impact on students during the writing process as well as helps students to solve the problem in writing. Moreover, Arifin (2017) argued that writing strategies are individual strategies adopted by writers to overcome their problems during writing processes. Thus, there is an urgent need for EFL students to have writing strategies because those things are important in the academic world and in the professional field (Arifin, 2017;Asmari, 2013;Lili, 2015;).…”

Section: Introductionmentioning

confidence: 99%

Students’ Predominant Learning Style in EFL Writing Class

Akbar¹,

Tyas

2022

EDUCAFL

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Many studies had examined writing strategies in ESL context. However, very few studies examined writing strategies by university students within foreign language learning contexts in Indonesia. Considering that reason, the researcher conducts a survey in EFL context focusing on writing strategies mostly used by 126 students enrolled in essay writing class. This study was conducted by using quantitative method, survey design, and English Writing Strategies Inventory (EWSI) questionnaire as the instruments. The result of this study shows that the predominant learning style of the students are determining the purpose and reading some materials related to the topic before start to write, checking the logical flow through paragraph when writing, and reviewing the writing to look for and correct grammatical errors after writing. It also found that the tendency of students to use EWSI is categorized as high since the frequency of strategy use in each category is high.

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Section: Introductionmentioning

confidence: 99%

Students’ Predominant Learning Style in EFL Writing Class

Akbar¹,

Tyas

2022

EDUCAFL

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“…Students actually have personal strategies to overcome their problems during writing processes (Arifin, 2017). For instance, they started by brainstorming ideas through books or articles after they understood the demand of writing task.…”

Section: Introductionmentioning

confidence: 99%

“…Recently, studies conducted by Chen (2011), Maarof & Murat (2013), Mohite (2014), and Arifin (2017) revealed that students both in school and university in any level used various kinds of writing strategies to achieve their goal in writing in the terms of writing process or six writing strategies proposed by Oxford. Then, proficient writers done many revision steps (Qamariah, 2016) and applied more strategies (Arifin, 2017) than compared to less proficient writers. In addition, proficient writers mostly used reading and rereading strategies for several purposes such as revising and editing the text, developing ideas, and getting new ideas (Arifin, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Then, proficient writers done many revision steps (Qamariah, 2016) and applied more strategies (Arifin, 2017) than compared to less proficient writers. In addition, proficient writers mostly used reading and rereading strategies for several purposes such as revising and editing the text, developing ideas, and getting new ideas (Arifin, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Writing Strategies Used by Indonesian EFL Undergraduate Students across Their Proficiency and Gender

Ardila¹

2020

jlic

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Proficient writers in L2 setting used many kinds of strategies to face their difficulties in English writing. This study investigates the writing strategies used by Indonesian EFL undergraduate students and examines if there is any differences between proficient and less proficient students across their gender in choosing strategies in writing. The subject of the study consisted of 100 (one hundred) undergraduate students of English Department in Islamic State University of Antasari, Banjarmasin. A questionnaire was adopted from Peñuelas (2012) to gather data about student writing strategies. The categorization of proficient and less proficient of the students was based on the result of writing test. The results indicated that Indonesian EFL undergraduate students used six categories of writing strategies and compensation strategies was the most frequently used followed by affective strategies as the least frequently used. Proficient and less proficient students employed compensation strategies as the dominant strategies both male and female students. The differences of strategies used based on students gender did not occur in proficient students. However, the differences was significant of less proficient male and female students only in affective strategies while the rest was not significant. Furthermore, proficient female students used more strategies than male in term of categories while less proficient male used more strategies in memory and compensation strategies than female.

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“…Keywords: writing, revision, teacher comments Innledning Det er et gjennomgående funn i skriveforskningsfeltet at tekstrevisjon er viktig for å skape tekster av høy kvalitet. Sterke skrivere reviderer mer og på andre måter enn svakere skrivere, og gode tekster blir som regel til over tid og etter flere revisjoner (Arifin, 2017;Bereiter & Scardamalia, 1987;Carey & Flower, 1989;Dysthe & Hertzberg, 2014;Kellogg, 1999). Det har derfor vaert stor interesse i den skrivedidaktiske forskningen for å undersøke hvordan barn og unges kompetanse i tekstrevisjon utvikles i skole og høyere utdanning, og hvordan laerere best kan fremme denne utviklingen, blant annet gjennom de tilbakemeldingene de gir på elevers og studenters tekster.…”

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På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole

Jahnsen

Bakken

2020

ADNO

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Artikkelen er en studie av hvordan elever i videregående skole reviderer tekst etter å ha fått skriftlige tilbakemeldinger fra norsklæreren. Å kunne revidere tekst er en viktig del av en godt utviklet skrivekompetanse, men det finnes lite tidligere forskning i Norge og internasjonalt som sier noe om hvor langt elever har kommet i utviklingen av revisjonskompetanse mot slutten av videregående skole. Det empiriske materialet i denne undersøkelsen består av tekstutkast fra 59 elever i andre klasse i videregående skole, lærernes kommentarer til utkastene, samt de reviderte versjonene av tekstene. Vi sammenligner utkast og reviderte versjoner og gjør en kvalitativ innholdsanalyse av de endringene som elevene har gjort. Vi undersøker om endringene blir gjort på et globalt eller lokalt tekstnivå, hvilke revisjonsoperasjoner elevene gjør på det globale tekstnivået, og om endringene er foreslått av læreren i kommentarene til teksten eller ikke. Resultatene viser at elevene som gruppe har kommet betraktelig lengre i utviklingen av revisjonskompetanse enn det som er beskrevet i tidligere studier om yngre elever. Elevene reviderer mer på det globale tekstnivået enn på det lokale, og de gjør en rekke revisjoner uten støtte fra læreren. Samtidig ser vi at det er en del variasjon innad i elevgruppa. Noen elever er svært selvstendige, mens andre gjør få revisjoner og følger i liten grad opp lærerens forslag om å revidere teksten. Nøkkelord: Skriving, revisjon, lærerkommentarer Towards autonomous text revision? A study of student´ between-drafts revisions in upper secondary, Norwegian language arts AbstractThe article is a study of how upper secondary students revise text after receiving written feedback from their teacher in Norwegian language arts. Being able to revise text is an important part of a well-developed writing competence, but there is little previous research in Norway and internationally that indicates how far students have come in developing revision skills towards the end of upper secondary level. The empirical material in this study consists of text drafts from 59 students in upper secondary level 2, the teachers' comments on the drafts, as well as the revised versions of the texts. We compare drafts and revised versions and do a qualitative content analysis of the changes students have made. We investigate whether the changes are made at a global or local text level, what revision operations students make at the global text level, and whether the changes are suggested by the teacher in the comments on the text or not. The results show that the students as a group have progressed significantly further in the development of revision skills than those described in previous studies on younger students. Students revise more on the global text level than on the local, and they do a number of revisions without support from the teacher. At the same time, we see that there is some variation within the student group. Some students are very independent, while others make few revisions and to a small extent follow up the teacher's suggestion to revise the text. Keywords: Writing, revision, teacher comments

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L2 Writing Strategies Used by EFL Graduate Students

Cited by 5 publications

References 16 publications

Students’ Predominant Learning Style in EFL Writing Class

Students’ Predominant Learning Style in EFL Writing Class

Writing Strategies Used by Indonesian EFL Undergraduate Students across Their Proficiency and Gender

På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole

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