Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533757
Title: The impact of writing strategy instruction on EAP students 'writing strategy use and writing performance
Author: De Silva, Kalinga Radhika Meghamala
Awarding Body: The University of Reading
Current Institution: University of Reading
Date of Award: 2010
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Abstract:
The study investigated the impact of writing strategy instruction on English for Academic Purposes (EAP) students' writing strategy use and writing performance. The sample consisted of 72 undergraduates -following the English for Science course at the Open University of Sri Lanka. The study adopted a mixed method true experimental research design. The data were collected using strategy questionnaires, stimulated recall protocols, diary entries, writing strategy checklists and writing tests. This longitudinal study attempted to investigate the feasibility of strategy instruction, the impact of strategy instruction on learners' strategy use and writing performance and the effects of task type and other learner variables on writing strategy use. A writing strategy instruction cycle was specifically designed for EAP students and was tried out with the experimental group. The data were analyzed both quantitatively and qualitatively. The results showed that the writing strategy instruction had a positive impact on learners' strategy use and writing performance. The Experimental Group who underwent strategy instruction outperformed the Control Group which did not receive such training, in the use of most of the strategy categories and total strategy use and in the total writing scores at the post-test. The findings also showed that the students could be trained not only to use writing strategies but also to use them effectively to achieve their desired outcomes. The present study found that writing strategy instruction was feasible with English for Academic Purposes students and it was equally beneficial to students irrespective of their attainment level, gender, or Lt. The findings of the present study provide empirical evidence which supports some of the theoretical underpinnings of Language Learner Strategy research. The study proposes a tentative cycle for writing strategy instruction for English for Academic Purposes students.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.533757  DOI: Not available
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