Beschreibung
This case study was conducted to investigate the relationship between strategies used by EFL learners in writing process and their writing proficiency in two phases. In the preliminary phase, the intention was to elicit the students writing strategies, using think aloud technique. To this end, five MA TEFL students were asked to write a composition while loudly reflecting everything going on in their minds as they were going through the processes of writing. Having recorded their reports, the researcher transcribed them to be analyzed, and developed a questionnaire based on the elicited strategies. The questionnaire contains 52 items and is classified, into four categories: cognitive strategies, metacognitive strategies, affective strategies, and compensatory strategies. In the second stage, larger samples were asked to answer a 52-items questionnaire. The results of the present study shows that there is a positive correlation (r=49) between students' scores in their advanced writing course and their levels of strategy use. As the results showed the metacognitive strategy was the most frequently strategy used and affective strategy was the least frequent one.
Autorenporträt
Aida Sarraf is a PHD student in Teaching English as a Foreign language and an English instructor and translator. She obtained her masters' degree in teaching English as a foreign language from Islamic Azad University of Mashhad. She is interested in research in the field of teaching, and testing and other areas in teaching a second language.
Herstellerkennzeichnung:
BoD - Books on Demand
In de Tarpen 42
22848 Norderstedt
DE
E-Mail: info@bod.de
