The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development

Ai-Hua Chen

doi:10.5539/elt.v15n3p29

Abstract

This study examined the effects of integrating writing strategy training into EFL writing instruction on learners&rsquo; strategy use and writing performance. Two classes of EFL adult learners participated in this study. The experimental group were instructed with the writing strategy training in their EFL writing class for 14 weeks, whereas the control group received the same EFL writing program without any explicit strategy training.&nbsp; Mixed methods were applied in collecting data. The quantitative instruments included the writing strategy questionnaires and writing performance tests, which were both pre-tested and post-tested in the both groups. The qualitative instruments of reflective journals were also conducted in the experimental group to probe deeper insights into learners&rsquo; strategy changes. The findings showed that there were significantly positive differences in learners&rsquo; using writing strategies and in writing proficiency favoring the experimental group.&nbsp; The findings of this study indicate that writing strategy training can be integrated in the EFL writing instruction, and can bring to positive impacts for learners&rsquo; strategic awareness and writing strategy use as well as their writing performance. The paper suggested the strong need to the process-based writing instruction, and writing strategy training holds promise in this regard.

Highlights

Since English is the global lingua franca, the major language of international communication, and English writing is one of the most important communication means that connects us to the world (Reid, 1993)
The findings of this study indicate that writing strategy training can be integrated in the EFL writing instruction, and can bring to positive impacts for learners’ strategic awareness and writing strategy use as well as their writing performance
This paper has shown that students improved in EFL writing proficiency and in enhancing writing strategies

Summary

Introduction

Since English is the global lingua franca, the major language of international communication, and English writing is one of the most important communication means that connects us to the world (Reid, 1993). The importance of EFL writing has been given more attention both internationally and domestically in recent years (Graham et al, 2013). TOEIC (The Test of English for International Communications) has upgraded to include the writing test section since 2006. Taiwan’s university entrance exam, the General Scholastic Ability Test, has included writing test in English language subject. For most EFL teachers in universities, teaching English writing is probably one of the most challenging and frustrating experiences in helping students develop their writing skill. Teachers have devoted efforts in teaching writing, many students’ writing performance remains unsuccessful in content organization, idea development and grammar structures, not to mention the lack of varieties in sentence structures and the weakness in vocabulary usages

Methods

Results

Conclusion