Writing Strategies Research Articles

Exploring the use of Strategies in Academic Writing: A Case Study of English as A Second Language (ESL) Writers

Exploring the use of Strategies in Academic Writing: A Case Study of English as A Second Language (ESL) Writers

The Role of Metacognitive Writing Strategies in ESL Academic Writing: A Case Study of Malaysian Undergraduates

The Role of Metacognitive Writing Strategies in ESL Academic Writing: A Case Study of Malaysian Undergraduates

A Study on International Students’ Perceptions and Use of Writing strategies for Academic Report

A Study on International Students’ Perceptions and Use of Writing strategies for Academic Report

Socialization and Training of Scientific Journal Article Writing Strategy for Teachers

Socialization and Training of Scientific Journal Article Writing Strategy for Teachers

A Research on Senior English Writing Strategies based on CSE

English writing has become increasingly important in Senior English Teaching, which attracts more researches. However, there is a lack of research on English writing strategies at present, especially from the perspective of China Standards of English (CSE). Therefore, the purpose of this study is to investigate the application status of English writing strategies of senior high school students through questionnaires and analyze the relationship between their writing strategies and their writing interest. The results show that their English writing strategies have not yet reached the CSE-4 standard, and they are significantly related to students’ interest in English writing. These findings are of great significance to improving English writing teaching strategies and promoting the all-round development of students’ English ability.

ChatGPT-Empowered Writing Strategies in EFL Students’ Academic Writing: Calibre, Challenges and Chances

ChatGPT’s remarkable ability to produce academic texts has generated significant interest in educational and academic circles. This study provides a specific overview of ChatGPT’s current usage and explores its potential applications, limitations, and implications in English academic writing for EFL students, who often face challenges in language proficiency, content organization, and critical thinking. Using a mixed-methods research approach, this study employed a CSE-based questionnaire and focus group interviews to investigate how ChatGPT can empower academic writing strategies (WS) and how respondents perceive its assistance. Data was collected from 60 Chinese university juniors majoring in English. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data underwent thematic analysis. Findings indicate that ChatGPT can help students apply academic WS more effectively by comprehending research trends, generating writing outlines, enriching writing content, synthesizing literature, and refining papers. However, issues such as potential plagiarism, inaccurate output, improper citations, and the digital gap between users and non-users must be addressed. The study suggests that while ChatGPT-empowered writing can better equip academic WS in planning, composing, and revising, respectively, it is crucial to scrutinize the quality of AI-generated texts. Further research will be urgently expected regarding ChatGPT’s long-term impact on academic integrity, the development of educational policies for ethical AI use, and the integration of ChatGPT into pedagogical approaches to enhance EFL students’ writing and critical thinking.

Postgraduate EFL Students’ Use of Hedging Strategies in Academic Writing

Postgraduate EFL Students’ Use of Hedging Strategies in Academic Writing

The Influence of Think Talk Write Learning Strategies on Critical Thinking Skills and Student’s Learning Outcomes of Islamic Religious Education Subjects

The purpose of this research is to determine the influence of the Think Talk Write strategy in learning Islamic Religious Education material about belief in the Last Day on critical thinking and student learning outcomes. The design of this research is a pretest and posttest control group design. The population of this study was class V of SD Negeri 1 Kuala Sungai Pasir, where the sample consisted of 2 classes using a random class technique (Simple Random Sampling). Class Va as an experimental class uses the Think Talk Write learning strategy, while class Vb as a control class uses conventional learning strategies. Data collection techniques use observation sheets and written tests, consisting of a pretest and posttest totaling 35 questions. Data were analysed using inferential statistical analysis. Based on the results of critical thinking research, for the t test it was found that t-count = 26.286 while t-table = 2.052. The learning results, for the t test, show that t-count = 31.745 while t-table = 2.052, which means that t-count > t-table so H0 is rejected and Ha is accepted. The conclusion from the results of this research is that there is an influence of the Think Talk Write learning strategy on critical thinking and student learning outcomes at SD Negeri 1 Kuala Sungai Pasir.

Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences

AbstractThe available classifications of self-regulated learners may not be applicable to second or foreign language writing due to the contextual nature of self-regulated learning. This study intended to fill the gap by exploring the profiles of English as a foreign language (EFL) learners’ writing self-regulation and their association with writing-relevant individual differences. A total of 391 tertiary students from Southwest China were recruited to participate in the current study, including freshmen, sophomores, and juniors. Their writing self-regulation was measured by the Writing Strategies for Self-Regulated Learning Questionnaire. Latent profile analyses discovered two profiles of self-regulated learners in EFL writing: “highly self-regulated group” and “moderately self-regulated group”. Moreover, ANOVA and Welch’s Test showed that the participants assigned to the two profiles differed significantly in L2 grit, writing achievement goals, and writing self-efficacy rather than language aptitude and working memory. Perseverance of effort, mastery goals, and self-regulatory self-efficacy are found to predict profile membership significantly. Additionally, the results of path analyses revealed that the profiles varied in the predictive effect of individual differences on EFL learners’ writing regulation. These findings contributed to furthering our understanding of classification of self-regulated learners and the role of individual differences in the classification.

Exploring Students’ Challenges and Strategies in Academic Writing: A Qualitative Study on the Talent Scouting Program

Exploring Students’ Challenges and Strategies in Academic Writing: A Qualitative Study on the Talent Scouting Program

Strategi Sukses Penulisan Konten untuk Meningkatkan Brand Awareness dan Penjualan

As times progress in the fast-paced and dynamic digital era, the ability to present creativity and information in an interesting and high-quality manner has become very important, especially for the brands being promoted. Writing content planning is one of the main forms of brand or product development planning through content writing so that the final goal can be achieved. Likewise, students at SMK N 1 Semarang need creativity in producing written content, especially students majoring in broadcasting to attract the attention of audiences in the digital marketing field. Service entitled "Successful Content Writing Strategy to Increase Brand Awareness and Sales", with a service team by Monica Nelly Agustine, Fajar Rizki Anandasari, Anindita Nadine k, Sinta Farida, Budi Erisaputri, Rizqi Ihsal Wibisono. SMK N 1 Semarang students are given education and creativity training about writing correct content planning and being able to attract the attention of the audience so that they have knowledge and experience in this field.

A CORPUS-BASED STUDY ON ERRORS IN WRITING DESCRIPTIVE TEXT COMMITTED BY SENIOR HIGH SCHOOL STUDENTS IN A MODELLED-SCHOOL CONTEXT WITHIN SIKKA REGENCY, EAST NUSA TENGGARA PROVINCE

This case study aims to identify the types and causes of errors often made by students in writing descriptive texts and to provide solutions to reduce errors in writing. This study employs the five stages of error analysis proposed by Ellis and Barkhuzein. Data were collected through observation, written tests, and interviews and were analyzed using qualitative and quantitative approaches. The corpus under inquiry consisted of 50 students’ descriptive writing texts from two classes. The most identified error was the linguistic errors in writing related to second language usage errors. A lack of vocabulary mastery and L1 interference generally cause errors in writing made by students. After the error evaluation stage, the authors recommend the implementation of Continuous Writing Activities and Process Writing Strategies to help students improve their ability to write in English and reduce the errors they make.

Assessing the Use of Creative Writing Strategies in English Language Teaching in Jordan: Challenges and Teacher-Proposed Solutions from their Point of View

Objectives: This study aimed to investigate the degree English Language Teachers (ELTs) in Jordan apply creative writing strategies to teach writing. It also aimed to explore the challenges that face teachers when they apply the strategies, and their suggestions to overcome them. Methods: This study employed a mixed-methods approach, collecting quantitative data through a structured questionnaire involving 200 teachers from 48 government and private schools in Jordan. Qualitative data were also gathered through classroom observation notes and interviews with 20 participating teachers from the questionnaire. Results: The analyses revealed significant differences in teachers' usage of creative writing techniques based on their teaching experience. Specialized English language teachers with less than three years of experience showed a greater preference for these methods compared to those with longer teaching experience. However, academic qualifications, whether bachelor's or master's/doctorate degrees, did not significantly impact the usage of these strategies. Conclusions: The study highlights the necessity of implementing targeted training programs to enhance the usage of creative writing strategies among English language teachers. Additionally, it encourages further research to better understand the motivations and effects of using these strategies on improving English language teaching.

Research on Practical English Writing Strategies in Higher Vocational Colleges

Research on Practical English Writing Strategies in Higher Vocational Colleges

The Improvement Of Student Achievement In Writing Skill By Applying Think Talk Write Strategy At MTs Nurul Qur’an

Mastering writing skill is difficult for new learner of English. This paper focuses on analyzing the use of TTW (think talk write) strategy in enhancing students’ achievement in writing a greeting dialogue. The research was conducted in MTs Nurul Al-Qur'an Jombang. It involved first grade students that consist of 40 students. Action research design was used in conducting this research. The results showed that the use of TTW strategy in teaching writing skill can enhance students achievement in writing skill. The final score of students showed that they got a higher score in writing after applying this theory. Furthermore, based on the questionnaires results show that by using this theory in teaching writing students can enjoy and understand the material well. Junior High School students find it difficult to master the ability to write English. This paper focuses on analyzing the use of TTW strategy in improving students ability to write a dialogue about greeting. This study was conducted at MTs Nurul Al-Qur'an Jombang and involved 40 first graders. Class action research is the design used in this research. The results of this research indicate that the use of TTW strategy in teaching menuis can improve students ' ability to write. Furthermore, based on the results of the questionnaire showed that the use of this theory in learning to write can help students to enjoy the learning process and understand the material well.

EFL Students Develop Cognitive and Metacognitive Self-Regulated Writing Strategies Using Automated Feedback: A Case Study

This study investigated the impacts of automated feedback on EFL students’ development of cognitive and metacognitive self-regulated writing strategies, using ProWritingAid online tool. Data were collected from students enrolled in level one writing course at the College of Languages and Translation, Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. The results indicated significant impacts of automated feedback on students' self-regulated writing strategies, reflected in an overall mean score of (3.75 ± 0.69).Findings after using automated feedback showed participants’ development of cognitive strategies, including language usage (e.g., grammar, spelling, punctuation), which reached 73%. The cognitive strategies of writing revision, encompassing revise cohesiveness and connection among sentences, reached 70%. Participants’ development of metacognitive strategies, including idea planning and goal-oriented monitoring and evaluation, reached 75% and 77%, respectively. The results also indicated significant impacts of automated feedback on motivational and social strategies, with scores of 87% and 80%, respectively. Comparing participants’ written assignment scores before and after using automated feedback, the results showed a 62% improvement in performance among low-proficient students. One implication of the study is that, with the aid of automated feedback, EFL students have the abilities to autonomously improve their writing skills. The adoption of a self-regulated approach, within the utilization of automated feedback, significantly influences students' performance. These findings suggest that integrating automated feedback into the EFL curriculum and instruction can foster students' self-reliance and proficiency in writing.

Machine Translation on Chinese Students’ L2 Academic Writing Motivation and Strategy

The study explored the impacts of machine translation on Chinese university students’ L2 academic writing, especially on the motivation of using machine translation and the writing strategies with the aid the machine translation (MT). With the technology advances proceeding unimpeded, MT, as one of the artificial intelligence-based technology, was booming in the L2 academic writing. Although many previous studies examined the influence of using MT on the quality of L2 academic writing, few study paid attention to the students’ psychological activities and writing strategy during the writing process. Therefore, viewing the academic writing as a process, this study employed the Technology Acceptance Model to explore how motivation of using MT influenced the final writing strategy selection by analyzing the factors that impacted the motivation. Semi-structural interview was applied in this study to explore the thoughts and experience of eight Chinese university students in using MT in their L2 academic writing. After collecting and analyzing the qualitative data, the study found that with the comprehensive influence of external variables, the psychological features of Chinese university students largely influenced the writing strategies with the assistance of MT in L2 academic writing. This study provided possible insights into how MT shapes the writing strategies, and thus suggested some recommendations for higher education institutions and teachers of English academic writing on how to better use MT in academic writing so that students can be delivered with relevant guidance in this respect.

Assessing Feedback Strategies In English Language Writing Among Second Year Students Of English

Assessing Feedback Strategies In English Language Writing Among Second Year Students Of English

A Study of The Use of Strategies in ESL Academic Writing

A Study of The Use of Strategies in ESL Academic Writing

Computer Simulation and Optimization of Second Language Writing Strategies from the Perspective of Dynamic Systems Theory

In response to the growing demand for effective second language (L2) writing strategies, this study aims to explore and optimize L2 writing strategies from a dynamic systems perspective. Utilizing computer simulation, the research investigates the interaction and adaptation of writing strategies in L2 learners. The research method involves the development of a computational model that simulates the writing process of L2 learners. This model captures various writing strategies, such as planning, drafting, revising, and self-monitoring, and analyzes how these strategies evolve over time in response to different linguistic and cognitive challenges. Data from L2 learners’ writing samples and writing process logs are used to calibrate and validate the simulation model. The results of the computer simulation demonstrate that L2 writing strategies are not static but rather adapt dynamically to the writer’s proficiency level, task demands, and cognitive resources. The simulation reveals that certain strategies, such as frequent self-monitoring and adaptive planning, are more effective in improving writing quality and efficiency. Additionally, the study identifies individual differences in strategy use, with some learners benefiting more from specific strategies than others. The findings underscore the complexity of L2 writing and suggest that personalized feedback and strategy training based on the simulation outcomes can significantly enhance L2 writing performance. The findings reveal significant insights into the dynamic nature of writing strategies, highlighting the importance of individual differences and context. The study concludes that computer simulation offers a promising approach for understanding and enhancing L2 writing strategies, potentially leading to more personalized and efficient writing instruction.