Language Proficiency, Writing Ability, and Composing Strategies: A Study of ESL College Student Writers*

Raimes, Ann

doi:10.1111/j.1467-1770.1987.tb00579.x

Cited by 194 publications

(142 citation statements)

References 24 publications

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“…Jones and Tetroe 1987;Raimes 1987;Zamel 1983). More recently, focus has shifted to the active development of strategies through programmes of strategybased instruction (SBI).…”

Section: Developing Metacognitive Writing Strategiesmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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“…Jones and Tetroe 1987;Raimes 1987;Zamel 1983). More recently, focus has shifted to the active development of strategies through programmes of strategybased instruction (SBI).…”

Section: Developing Metacognitive Writing Strategiesmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

View full text Add to dashboard Cite

show abstract

“…A similar study carried out by Zamel (1984, p. 198) points out that "L2 composing processes indicate that the L1 process-orientated writing instruction might also be effective for teaching L2 writing." Yet, contradictory results are also reported by Raimes (1987). He, based on the results of a practical study, questions the transferability of L1 composition paradigm to L2 writing pedagogy.…”

Section: Review Of the Literaturementioning

confidence: 81%

A Preliminary Investigation of Writing Beliefs of Secondary School Arab Teachers of English and Arabic in Northern Region of the Kingdom of Saudi Arabia

Al-Madani¹

2017

IJPI

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“…Very few if any of them could explain that they are putting words together in the patterns that create meaning; and as they fill the empty pages, they would be unable to understand and name the sorts of verbal constructs they're using to express their thoughts. But they are indeed demonstrating that they have already mastered the basic grammatical structures they need for writing and the writing we're asking them to do is enabling them to develop more fluency (Raimes, 1987).…”

Section: Resultsmentioning

confidence: 99%

The effect of using a corpus on Iranian EFL learners’ writing: Focus on grammatical accuracy and attitude

Khalili¹,

Rezvani²

2017

IJRSET

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An increasing number of recent studies have applied the insights and methodologies of corpus linguistics to second language (L2) writing pedagogy and research. This study examined the effects of corpus use on how it affects their development of L2 grammatical accuracy Iranian EFL learners in writing. Additionally, the learners' attitude toward using corpus for writing was investigated in this study. Participants were 60 upper-intermediate language learners of English who were divided into two homogenous groups according to the results of an Oxford Placement Test (OPT). Then, all the participants of two groups were given a pretest, the result of which assured the homogeneity of the groups with regard to their writing skill. The first experimental group passed the course in a laboratory and wrote their essays on a computer and checked them by using corpus. In this study Grammarly was used as a corpus tool. The second experimental group used online dictionaries to write. Also, students of the second experimental group wrote their writings conventionally, on paper and it was the teacher who checked their essays. Finally, participants sat for the post-test after the treatment. Findings revealed that there was a significant effect of using corpus on learners' grammatical accuracy in writing. As for the second question, there was a positive attitude toward using corpus. Findings of this study may inspire teachers to benefit from these types of writing activities.

show abstract

Language Proficiency, Writing Ability, and Composing Strategies: A Study of ESL College Student Writers*

Cited by 194 publications

References 24 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

A Preliminary Investigation of Writing Beliefs of Secondary School Arab Teachers of English and Arabic in Northern Region of the Kingdom of Saudi Arabia

The effect of using a corpus on Iranian EFL learners’ writing: Focus on grammatical accuracy and attitude

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