Writing Strategies Used by ESL Upper Secondary School Students

Nooreiny Maarof,Mazlin Murat

doi:10.5539/ies.v6n4p47

Abstract

Writing is a great challenge whether performed in the mother tongue or in a second or foreign language (L2/FL). Studies in L2 writing show that writing is a complex cognitive activity comprising a number of processes which includes the use of various strategies. This study aimed to examine strategies used in essay writing among 50 high-intermediate and low proficiency ESL upper secondary school students and to determine any significant differences in strategy use between the two groups. Data from the Writing Strategy Questionnaire indicate that the ESL students were moderate writing strategies users. The while-writing strategies were most frequently used whereas the revising strategies were least used. All students displayed approximately similar frequency use of strategies. They differed only in the type of strategies used. An implication of the study is that students need to be encouraged to use various strategies in improving their writing. Strategy training for ESL students is important to help them write successfully in the target language.

Highlights

For many students, writing presents a great challenge whether writing in the mother tongue or the foreign language. Nunan (1999) states that the most difficult task to do in language learning is to produce a coherent, fluent, extended piece of writing, which is even more challenging for second language learners
This study aimed to examine strategies used in essay writing among 50 high-intermediate and low proficiency ESL upper secondary school students and to determine any significant differences in strategy use between the two groups
3.1 Writing Strategies Most Frequently Used by ESL Students

Summary

Introduction

For many students, writing presents a great challenge whether writing in the mother tongue or the foreign language. Nunan (1999) states that the most difficult task to do in language learning is to produce a coherent, fluent, extended piece of writing, which is even more challenging for second language learners. Nunan (1999) states that the most difficult task to do in language learning is to produce a coherent, fluent, extended piece of writing, which is even more challenging for second language learners. Writing is seen as a process whereby writers discover and reformulate ideas as they attempt to create meaning. It can be viewed as a problem solving activity rather than a simple act of communication. Writers are searching for solutions to a series of problems (Hyland, 2008). Writing is a complex cognitive activity comprising a number of processes and strategies. The key to producing good writing or essays relies on the types and amount of strategies used, and on the regulation of the strategies for generating ideas or for revising what has been written (Riduan & Lim, 2009)

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