The effects of strategy instruction on writing strategy use for students of different proficiency levels

Abstract

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.

The Application of Strategy-based Instruction to Vocabulary Teaching

“…These results answer Research Question 1. Namely, vocabulary learning strategies training based on SBI improves students' tendency of vocabulary learning strategies use, which agrees with the finding of [6] and [8] respectively.…”

“…Evidence is provided for the effectiveness of Strategy-Based Instruction on learners' strategy use, for both students in high and low groups [6]. Also, SBI is an effective learning strategies training approach for college students' reading to improve their vocabulary achievements [7].…”

The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

“…In this regard, a considerable amount of literature has been published on adult or young adult learners (e.g. Baker & Boonkit 2004;Chen 2011;Chien, 2012;, De Silva & Graham, 2015. These studies have attempted to contemplate writing strategies from different perspectives.…”

“…More recently, De Silva & Graham (2015) investigated that how strategy instruction can influence the students with different proficiency levels. They have worked on 72 students which were divided into control and experimental group.…”

“…Bai, Hu, & Gu, 2014;Chien, 2012;de Larios, Murphy, & Manchon, 1999;De Silva & Graham, 2015;Hayes & Flower, 1980) because of its importance as a way of communication. Clearly, attention to writing can be because of globalization, requirement of writing for school projects, and shift from product view to process one (chien, 2012;silva & Brice, 2004).…”