Abstract
This study tries to shed some light on the Iranian EFL students’ writing strategies at the revision stage of the process of writing in relation to students’ interpersonal or intrapersonal intelligences. A total of 73 students majoring in English participated in this investigation. The results indicated that there was a significant relationship between the participants’ writing revision strategies and their dominant MI profiles. An analysis of covariance also indicated that the type of revision did not have any significant effect on the participants’ writing achievement.
Highlights
The main thrust of much second language learning strategy theory and research has been toward the identification and training of so-called good language learning strategies (Porte, 2002)
In order to make sure that the participants were homogeneous in terms of their writing performance in the pretest, a one-way analysis of variance (ANOVA) was run to compare the mean scores of the groups on the Pretest
These results indicated that there was a significant relationship between the students' writing revision strategies and their Mi profiles; the first null-hypothesis was rejected
Summary
The main thrust of much second language learning strategy theory and research has been toward the identification and training of so-called good language learning strategies (Porte, 2002). The implied assumption of work on language learning strategies is that the identification of good strategies is of principal benefit to poor learners to improve their language abilities (Wenden, 1991; Oxford, 1990; Rubin, 1975). Galbraith and Rijlaarsdam (1999) have linked different strategies to three components of writing. For idea generation, they mention strategies such as brainstorming and outlining. They mention strategies such as brainstorming and outlining For idea translation, they refer to strategies such as free writing and deferred revision.
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