Language Learning Strategy Use and its Impact on Proficiency in Academic Writing of Tertiary Students

Chand, Zakia Ali

doi:10.1016/j.sbspro.2014.02.070

Cited by 15 publications

(11 citation statements)

References 17 publications

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“…However, unlike Olivares' study, this study employed a simultaneous analysis of LLSs rather than the parts of LLSs. The result of this study also conforms to the study conducted by Chand (2013). He found that there was a positive correlation between the use of LLSs and academic writing proficiency of Fiji tertiary students.…”

Section: Discussionsupporting

confidence: 88%

Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

Nasihah

Cahyono

2017

SSRN Journal

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Abstract:This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved onehundred English as a foreign language (EFL) students of a senior high school which is located in a big city in Indonesia. The students were selected randomly to be the participants of this study. The data were collected by using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation questionnaire, and writing tests. The results of research revealed that the null hypotheses for the three correlational analyses were rejected. In other words, there is a significant correlation between LLSs and writing achievement; there is a significant correlation between motivation and writing achievement; and there is a significant correlation between LLSs combined with motivation and writing achievement. Theoretically, this study supports the important roles of LLSs and motivation, either separately or combined, in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers are recommended to introduce the potential of LLSs to EFL students, arouse the students' motivation to write, or to apply both of them simultaneously to boost EFL students' writing achievement.

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Section: Discussionsupporting

confidence: 88%

Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

Nasihah

Cahyono

2017

SSRN Journal

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“…Learning to write in English requires a proper learning model, while taking into account the characteristics of the learner. Chand [16] adds that academic writing requires serious effort and practice in composing, developing, and analyzing ideas. This will work smoothly if supported by appropriate strategies, techniques, and writing skills.…”

Section: English Language Learningmentioning

confidence: 99%

Implementation Of Self-Regulated Learning Model In E-Learning English Writing

Nggawu,

Muchtar,

Khaerudin

et al. 2019

IJEAT

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This Academic article discusses the implementation of self-regulated learning model in e- learning English Writing, especially on enriching writing skill. This study uses a qualitative method. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second / foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well.

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“…The effect of writing strategies on EFL (English as the foreign language) or ESL (English as the second language) learners' writing proficiency had been the focus of the researchers. Many recent studies (Maftoon & Seyyedrezaei, 2012;Chand, 2014;Raoofi et al, 2014;Raoofi et al, 2017;Mastan et al, 2017) had investigated the role of writing strategies with writing performance. For instance, a study conducted by Mastan et al (2017) on 36 intermediate ESL students revealed that the use of effective writing strategies had been shown to assist ESL/EFL learners in their writing skills.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students’ Language Learning Strategies in Academic Writing

Winarsih

Salam

Riyanti

2021

JOURNAL OF ENGLISH PEDAGOGY, LINGUISTICS, LITERATURE, AND TEACH

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This research was aimed to investigate students’ writing strategies in enhancing their English academic writing skills. This case study interviewed two students from English Department to reveal students’ strategies in academic writing. The data were collected using semi-structured interviews and document reviews. The findings showed that the two students who categorized as good language learners in writing skills employed all five writing strategies as proposed by Mu (2005) in their writing process. The data showed that metacognitive strategies and social/affective strategies were used most by the students. The strategies were organizing strategies, resourcing, setting goals, reviewing and editing, and avoidance strategies. The data also indicated that the two students were not achieving the goal of learning instantly. They employed strategies effectively in their individual learning in enhancing their writing skills.

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Language Learning Strategy Use and its Impact on Proficiency in Academic Writing of Tertiary Students

Cited by 15 publications

References 17 publications

Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

Implementation Of Self-Regulated Learning Model In E-Learning English Writing

An Analysis of Students’ Language Learning Strategies in Academic Writing

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