An Investigation into Writing Strategies and Writing Proficiency of University Students

Abstract

This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students with higher writing ability reported using significantly more metacognitive, cognitive, affective and effort regulation strategies than those with lower writing proficiency. The discussion of the results, implications for language classroom and writing instruction are articulated. Limitations of the study and suggestions for future research are also presented.