Abstract
This study intends to examine the impact of Strategy-Based Instruction on the strategy use by foreign post-graduate students, studying at two universities in India while writing in English. A total of one hundred students, who are non-native speakers of English, participated in this study. Fifty students in the experimental group received writing instruction through an online platform. The results were compared to their fifty counterparts in the control group. All the participants received an adapted version of the Strategy Inventory for Language Learning (SIIL) Questionnaire and a Writing Questionnaire as the pretest and posttest. Descriptive statistics and independent sample t-tests were run to analyze the data using SPSS. The findings showed that students who received language learning strategy instruction recorded higher scores than the students who did not receive any kind of instruction towards the skill of writing academic essays. The results revealed that students’ use of strategies in writing increased noticeably after strategy instruction and implied that students can be trained to use language-learning strategies successfully in their writing through direct strategy instruction.
Highlights
A major change in the teaching and learning processes has been experienced for decades in the disciplines of language sciences and pedagogy
For most foreign students, post-graduates studying in India, academic writing is a daunting task as they must write academic essays and papers
The language learning strategies (LLSs) instruction promoted the overall use of strategies, and the students became more autonomous in developing their writing
Summary
A major change in the teaching and learning processes has been experienced for decades in the disciplines of language sciences and pedagogy. For most foreign students, post-graduates studying in India, academic writing is a daunting task as they must write academic essays and papers. This is due to the fact that writing is usually the last skill to be learned in most of the educational curricula and the least used tool for communication. These students are usually neither cognizant of the use of writing strategies nor of the extent to which they need to develop the use of such strategies to overcome the difficulties they face towards their academic progress.
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