Writing Strategies Research Articles

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.

Exploring High School English Teaching Strategies for Continuation Writing based on Discourse Cohesion Theory

As a new type of question under the background of the new college entrance examination, continuation writing requires the writer to continue the article based on the context provided in the previous text, supplemented by the situational context of the article, and ensuring the logical coherence of the content. Discourse cohesion theory focuses on the coherence of grammar and vocabulary in discourse organization, aiming to construct a complete and coherent discourse text. The cohesive means under this theory can help writers to produce a well-structured, logically clear, and coherent article to a certain extent. Starting from the concept and existing problems of continuation writing, this article analyzes and explores the points of convergence between discourse cohesion theory and continuation writing, and proposes several teaching strategies to better guide writing teaching and improve students' writing ability. From the perspective of discourse cohesion theory, teachers can guide students to select appropriate referencing methods, plan the overall layout, pay attention to smooth connections, maintain logical clarity, and skillfully use substitution and ellipsis to refine language, making the writing process more efficient.

Metacognitive Writing Strategy Instruction in the EFL Context: Focus on Writing Performance and Motivation

In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the control group ( n = 24) or the experimental group ( n = 26). The experimental group received a sixteen-week metacognition training program integrated into the writing course, while the control group was provided with conventional writing instruction. Data collection was performed through timed writing tasks, a second language writing motivation scale, and semi-structured interviews. The results indicated that the experimental group exhibited a significant improvement in both writing performance and motivation, in comparison to the control group. This study provides empirical evidence for the benefits of SBI in promoting students’ writing competency and motivation. The findings have important implications for researchers and educators in the field of EFL writing instruction.

Measuring secondary school students’ L2 writing self‐regulated strategies in the Korean EFL context

AbstractThis study examined the evidence for the reliability and validity of the Self‐Regulatory Writing Strategy Questionnaire (SRWSQ) and its suitability for the Korean English as a foreign language (EFL) context. The results indicated that the six dimensions of self‐regulated learning (SRL) strategies (writing planning, goal‐oriented monitoring, goal‐oriented evaluation, emotional control, metacognitive judgment, and memorization strategies) were closely but independently related to each other, falling under the overarching construct of self‐regulation. However, certain items require revision to ensure a more culturally sensitive measurement of SRL strategies in the Korean EFL context. The study observed differences in the use of SRL strategies based on gender and grade level. Furthermore, the use of SRL strategies significantly influenced students’ writing achievement. The study underscores the importance of SRL writing strategies in EFL contexts and discusses implications for teachers and future research.

Essay Writing Strategies Employed by English-Majored Sophomores at A University in Vietnam

This study investigates students’ use of essay writing strategies in different stages of the writing process. The participants included 105 English-majored sophomores at Hanoi Law University who have completed two courses in paragraph and essay writing instruction. A 5-level Likert close-ended survey questionnaire was designed to collect quantitative data regarding students’ frequency of applying overall and specific writing strategies in pre-writing, while-writing, and post-writing stages. The results revealed that while-writing strategies were used at high frequency by the participants while pre-writing and post-writing strategies were used at medium frequency. It is also found that, at the pre-writing stage, the students prefer reading sample essays; trying to understand the task requirements by either referring to their teacher’s notes or discussing with their teachers and friends and having a mental, unwritten plan before writing. While writing, students have taken use of various strategies which can be grouped into strategies to deal with the structure of the essay, strategies to develop ideas, strategies to activate vocabulary use, and strategies to review their mechanics. The strategies in the post-writing stage are the least frequently used, which include reading the whole text silently, checking if the essay matches the requirements, then making changes in the spelling and punctuation. Revising following their teacher’s feedback and actively asking their teacher or classmates are also frequently applied techniques for essay writing revision.

Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning

The current study aimed to examine the relationship among writing self-efficacy, writing strategies for self-regulated learning (SRL), and writing achievement in L2 students by adopting latent profile analysis and path analysis. A sample of 391 L2 students from two universities in Western China was recruited to participate in the current study. They were required to respond to the Genre-Based L2 Writing Self-Efficacy Scale and the Writing Strategies for Self-Regulated Learning Questionnaire and also write a given-prompt argumentative essay. Three profiles of writing self-efficacy were identified through latent profile analyses: “Low on All Self-efficacy”, “Average on All Self-efficacy”, and “High on All Self-efficacy”. Moreover, ANOVA and Welch's Tests revealed that those identified profiles were significantly distinct in writing self-efficacy, SRL writing strategies, and writing achievement. Path analyses also demonstrated the profile differences in the predictive effects of writing self-efficacy on SRL writing strategies and the predictive effects of writing self-efficacy and SRL writing strategies on writing achievements. Methodological and pedagogical implications were discussed.

PENGARUH PENGGUNAAN STRATEGI PEMBELAJARAN THINK TALK WRITE (TTW) TERHADAP HASIL BELAJAR SISWA PADA MATERI BUNYI KELAS VIII MTs NEGERI BATANG ANGKOLA

This study aims to find out the description of the use of Think Talk Write learning strategy in class VIII MTs NegeriBatangAngkola, to know the students' learning outcomes before and after the sound material using Think Talk Write strategy in class VIII MTs NegeriBatangAngkola, and to know the influence that Significance between Think Talk Write Learning Strategy to physics student learning result of Beep in class VIII MTs NegeriBatangAngkola. The method used in this research is experimental method. The population in this study is all students of class VIII MTs NegeriBatangAngkola consisting of 4 classes, amounting to 118 students. The sampling technique used is random sampling technique. So researchers only take one sample from class VIII-4 that amounted to 30 students. Based on the results of calculations on statistical analysis illustrates that the average value of the use of Think Talk Learning Learning Strategy on Sound Material in Grade VIII MTs NegeriBatangAngkola 3.5 with the category of "Very Good", while the results of student learning on sound material before the use of learning Think Talk Write obtained an average score of 38 with the category "Failed", and after the use of Think Talk Write learning obtained an average value of 81 with the category of "Very Good". In order to know the hypothesis that is enforced in this study accepted or rejected, then conducted inferential analysis by using the formula "t-test". From the results of research, the t-value is greater than t-table (23.06> 1.70). That means the alternative hypothesis enforced in this study can be accepted.

Blended Learning Approach in Developing Metacognitive Strategies in Group Writing

Abstract Evolving technology has rapidly changed the scenario of education. Many universities in Malaysia are moving towards blended learning. This learning environment combines teaching methods, delivery methods, media formats or a mixture of all these. It also refers to integrated learning activities like online and face-to-face learning. This study examines how metacognitive strategies were developed during group work in an intact class comprising 21 first-year undergraduates in an expository writing course. It also seeks to determine the students’ perceptions of their blended writing experience. Data were collected from face-to-face group interactions and Wikispaces over eight weeks. Two sets of questionnaires were distributed to elicit the students' metacognitive knowledge and perceptions of blended learning. A semi-structured interview was also conducted. The study's findings revealed that an online learning platform is essential for students to plan their outlines, monitor and assess their progress in their work, and evaluate their strengths and weaknesses in writing. In order to engage the students in the writing process, both face-to-face and online methods should work in tandem to develop students’ metacognitive strategies and writing skills. The findings concluded that blended learning through Wikispaces helps make learning more efficient, meaningful, and beneficial because the students become more autonomous in their learning process as they interact in groups. There was a limitation, which was the slow internet connection, but it could be rectified because Wikispaces could be used synchronously and asynchronously.

Tailoring Science News Reporting for Audience Engagement: Effective Writing Strategies

Science news reporting plays a critical role in fostering public understanding of complex scientific concepts. But it often struggles to engage diverse audiences. This paper explores effective writing strategies that enhance audience engagement in science journalism. It identifies key elements that make science reporting more accessible and appealing. Writing strategies such as simplifying jargon, using narrative techniques, incorporating human interest stories, and connecting scientific developments to real-world applications are highlighted. Additionally, the use of visuals, analogies, and interactive digital elements is discussed for their role in enhancing comprehension and retaining reader interest. By offering insights into successful writing approaches, this paper aims to contribute to the ongoing efforts to make science news more inclusive and relevant to a broader audience, particularly in an era of information overload and scientific scepticism.

Blended Teaching Design and Implementation Strategies for English Writing Based on the POA Model

Blended Teaching Design and Implementation Strategies for English Writing Based on the POA Model

Influence of using Collaborative Writing Strategy on Learners’ Performance in Functional Writing Skills in English Language in Public Secondary Schools in Kiambu County, Kenya

Function writing is an essential life skill for learners. As learners reach a sufficient level of proficiency, they make maximum use of the skill to get excellent results on national exams, making them ready to enroll in postsecondary institutions to pursue further education. Developing and utilizing the skill pave the avenue for learners to demonstrate effective communication skills in the work environment. This article investigated influence of use of collaborative writing strategy on learners’ performance in function writing skills in English in secondary schools in Kiambu County, Kenya. The study was conducted in Githunguri Sub-County in Kiambu County, Kenya. Four public secondary schools were purposively selected for application of the strategy. The sample size comprised of 192 learners, 8 teachers, and 4 heads of English Language Department. The study employed the use of simple random technique to sample learners and utilized purposive technique for instructors and heads of English Language Department. Solomon four group design, a type of quasi-experimental research design, was employed to enable the researcher to apply pre-test and post-test to determine learners’ performance in the skills, and asses their entry behaviours. The study used tests and questionnaires to gather data from learners, while forms of interview schedules were applied for gathering of data from teachers and the heads of the English Language Department. SPSS version 21.0 computer software was used for data analysis. Findings of the study show that use of collaborative writing skills has a greater influence on learners’ performance in functional writing skills in English as the strategy improves learners’ critical thinking, communication, retention, understanding, collaboration, vocabulary, and grammar and writing skills through rigorous interactions during group discussions.

A Study on the Writing Strategies of Ethnic History in Toni Morrison's Novels

A Study on the Writing Strategies of Ethnic History in Toni Morrison's Novels

Perception of Multimodal Portfolios as a Pedagogical Strategy for Learning Writing in a Digital Context

Active learning is increasingly recognized as a cornerstone of higher education's teaching-learning paradigm. In this context, educators serve as facilitators, empowering students to take the lead and assume co-responsibility for their learning. Among the array of active learning strategies available, the portfolio stands out as an instrument that not only aids in knowledge construction but also fosters the development of crucial skills like autonomy and creativity. Furthermore, it serves as an interactive and participatory learning approach that encourages self-assessment and reflection on the teaching-learning journey. Portfolios, through the continual (re)construction of knowledge and ongoing collaborative engagement between students and educators, promote self-regulated learning by progressively fostering students' awareness of their learning process. This study reflects on the pedagogical application of individual portfolios, aiming to explore their role in enhancing writing skills within a digital context and nurturing cross-disciplinary skills highly valued by employers. Specifically, it delves into students' perceptions of the portfolio construction process within the Internet Writing course, a segment of the Master's degree program in Marketing and Digital Communication at the University of Aveiro (Portugal). After a brief examination of active learning strategies, with a specific emphasis on portfolios as tools for self-reflection and learning, the study analyzes questionnaire survey results utilizing SPSS software. The survey was administered to students enrolled in the course to assess the effectiveness of the applied teaching strategy. Lastly, based on the findings, this work identifies potential limitations and suggests strategies for improvement in future implementations.

Investigating The Benefits Of Task Diffeentiated Strategies In Writing: The Case For Mixed Ability Students

Investigating The Benefits Of Task Diffeentiated Strategies In Writing: The Case For Mixed Ability Students

An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students.

Writing strategies are needed to manage the complexity of writing tasks, especially at university, where writing tasks are for learning, professional, or scientific purposes and are highly demanding. The literature shows that many undergraduate students have defined, stable, writing strategies, although some lack proper strategic development and require explicit instruction in this regard. In both cases, adapting writing tasks to undergraduate students' preferences and instructing them effectively requires understanding their writing strategies, which will encourage optimal learning and writing proficiency. This is why valid, reliable, writing strategy assessment tools are essential. The present study focused on the validation of the Spanish Writing Strategies Questionnaire-Undergraduate Students (WSQ-SU), aimed at measuring undergraduate students' preferences for using different writing strategies. The sample comprised 978 Spanish undergraduates doing degrees in Infant, Primary or Social Education, Pedagogy and Psychology. The data from the questionnaire was explored by means of exploratory and confirmatory analysis, test-retest reliability to analyse temporal stability and convergent validity. Two factors, planning and revising, were identified through exploratory and confirmatory factor analysis, representing different writing strategies and supporting the original model. The results indicated adequate test-retest reliability and temporal stability. The results also showed the questionnaire's convergent validity; a direct, linear correlation between two factors and off-line planning and revising variables. Based on the results, the WSQ for undergraduate students-Spanish version has been shown to be a reliable and valid, scale that can be easily applied in the university context to explore undergraduate students' writing strategies.

Inducing Better-Facilitated EFL Writing Learning Dynamics with an Enlightenment of Collaborative Writing Strategy

Abstract
 To better help globalized EFL learners withstand a wide variety of stumbling blocks residing in these modern second language writing learning enterprises, writing instructors should devise a learner-oriented learning approach where writers strongly establish more robust collaborative networking to successfully achieve their desired writing learning goals. A collaborative writing strategy plays an indispensable role to attain this coveted writing learning objective where EFL learners can supportively collate their distinctive ideas, perspectives, and strategies to compose more qualified writing compositions. This currently-initiated qualitative study was in support of an annotated bibliography approach to ascertain the credibility, relevancy, and applicability of the particularly-attained research results. To that end, the researcher utilized a document analysis and an open-coding approach to thematically categorize each identical research result generated by 10 already-published collaborative writing strategy journal articles conducted worldwide. The thematically-analyzed research results highly advised globalized second language writing instructors to incorporate a collaborative writing strategy at the inception of regular writing learning dynamics as it functioned as one of the propelling forces for EFL learners to gradually transform into more skilled, enthusiastic, confident, optimistic, and proactive target language writers. 
 Keywords: EFL writing; collaborative writing strategy; annotated bibliography; document analysis

Improving Students’ Reading Comprehension Improving the Students’ Writing Recount Text Ability by Using Think Talk Write and Self-Regulated Strategy Development

Based on research conducted at SMA Negeri 2 Alasa, researchers found that there were several problems in learning to write English faced by students at SMA Negeri 2 Alasa. Students often have difficulty composing a paragraph by writing down their own ideas. Therefore, researchers conducted research entitled "Improving the students' writing recount text ability by using Think Talk Write and Self-Regulated Strategy Development at the eleventh grade of SMA Negeri 2 Alasa North Nias". This research aims to observe the improvement of students' writing skills using Think Talk Write and Self-Regulated Strategy Development, whether there was an improvement in learning outcomes and what strategies were more effectively used between the two strategies. In this research, researcher used classroom action research which is applies treatments to improve learning outcomes that are better than before. From this research, the average pre-test score for class XI-IPS was 52.14% and class XI-IPA was 42.86%. After being given Think Talk Write strategy treatment in class XI-IPS, the average post-test score was 72.35% and in class XI-IPA using Self-Regulated Strategy Development with an average score of 73.57%. From these score, it can be seen that there has been a significant improvement in students' writing abilities, namely 20.21% in class XI-IPS and class XI-IPA 30.71%. Thus, it is concluded that using Think Talk Write and Self-Regulated Strategy Development can improve students' ability in writing recount texts and in this research Self-Regulated Strategy Development is more effective than Think Talk Write strategy.

Spin Transfer Torque Magnetic Random Access Memory With Built-in-Self-Trimming After-Test Writing Strategy

Spin Transfer Torque Magnetic Random Access Memory With Built-in-Self-Trimming After-Test Writing Strategy

Hybrid Write Strategy Based on Hot Data Recognition and Channel Busyness Perception for Consumer Solid-State Drives

Hybrid Write Strategy Based on Hot Data Recognition and Channel Busyness Perception for Consumer Solid-State Drives

Learning Maf'ul Muthlaq With Arabic Poetry Writing Strategies To Improve Students' Creative Thinking Skills

This study is motivated by the low creative thinking skills of students in applying the grammatical rules of Maf’ul Muthlaq in writing and speaking in Arabic and their low cognitive skills in understanding Maf’ul Muthlaq learning materials. These deficiencies result from the application of grammar teaching strategies limited to giving lectures, explanations, presentations, and examples. None of them allows students to think creatively, which leads to high cognitive skills. This fact is based on the experience of the researchers in teaching Arabic grammar and writing skills courses. This study aims to apply the poem-writing strategy using Canva in the Tathbiq Nahwi Tsanawi course and assess its effectiveness in increasing students' creative thinking skills in using Maf’ul Muthlaq. This study utilizes an experimental method with the one-shot case study design to assess the effectiveness of this strategy in improving the students' creative thinking skills. The results of this study indicate that the implementation of the poem-writing strategy using Canva can improve the students' creative thinking skills in learning Maf’ul Muthlaq to a high level.