The effects of strategy instruction on writing strategy use for students of different proficiency levels

De Silva, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi: 10.1016/j.system.2015.06.009

Abstract/Summary

Learners’ strategy use has been widely researched over the past few decades. However, studies which focus on the impact of strategy instruction on strategy use, and how far learners of different proficiency levels are able to use the strategies taught in an effective manner, are somewhat rare. The focus of this paper is the impact of writing strategy instruction on writing strategy use of a group of 12 second language learners learning to write in English for Academic Purposes classes. Stimulated recall was used to explore whether this impact differed according to the proficiency level of the students, and revealed that for both high and low proficiency learners’ strategy use developed as a result of the instruction. The implications of these findings for strategy instruction design are discussed

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/40886
Identification Number/DOI	10.1016/j.system.2015.06.009
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM)
Uncontrolled Keywords	Writing; strategies; English for Academic Purposes
Publisher	Elsevier
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