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A study on the relationship among Taiwanese college students' EFL writing strategy use, writing ability and writing difficulty
Chian-Wen Kao1; Barry Lee Reynolds2
2017-12-01
Source PublicationEnglish Teaching and Learning
ISSN1023-7267
Volume41Issue:4Pages:31-67
Abstract

The purpose of this study was to systematically reclassify Oxford's (1990) strategy taxonomy by focusing on writing skills in the English as a Foreign Language (EFL) setting and then determine whether there was any relationship between strategy use and perceived writing ability and writing difficulty. Data collected from business majors (N = 331) attending three universities of science and technology were subjected to item analysis and exploratory factor analysis, and the following four strategy use factors were uncovered: Cognitive/ preparation strategy use, compensation/supporting strategy use, affective strategy use and social/textual interaction strategy use. Students used compensation/supporting strategies the most and affective strategies least frequently. A statistically significant positive relationship between the use of cognitive/preparation strategies and students' self-rated writing ability and a statistically significant negative relationship between cognitive/preparation strategy use and writing difficulty were found. These results suggest that cognitive/ preparation strategies can serve as an effective predictor of EFL learners' self-rated writing ability and that students' writing difficulty lies in their cognitive/preparation strategy use. Implications for teaching EFL writing are discussed, including several techniques that teachers can employ in their classrooms to encourage cognitive/ preparation strategy use by students.

KeywordEfl Learners Learning Strategies Writing Strategies
DOI10.6330/ETL.2017.41.4.02
URLView the original
Language英語English
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Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBarry Lee Reynolds
Affiliation1.Department of Applied English,Chihlee University of Technology,Taiwan
2.Faculty of Education,University of Macau,Macao
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Chian-Wen Kao,Barry Lee Reynolds. A study on the relationship among Taiwanese college students' EFL writing strategy use, writing ability and writing difficulty[J]. English Teaching and Learning,2017,41(4):31-67.
APA Chian-Wen Kao,&Barry Lee Reynolds.(2017).A study on the relationship among Taiwanese college students' EFL writing strategy use, writing ability and writing difficulty.English Teaching and Learning,41(4),31-67.
MLA Chian-Wen Kao,et al."A study on the relationship among Taiwanese college students' EFL writing strategy use, writing ability and writing difficulty".English Teaching and Learning 41.4(2017):31-67.
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