The main aim of this study is to examine Turkish undergraduate students' writing strategy preferences within foreign language context. The purpose is to determine whether before, while or after writing strategies are preferred respectively at three different stages of writing process by students majoring in English as a foreign language. This study also aims to identify the frequency of strategy type by students. The participants of the present study were 80 students of English language and Literature Department in Turkey. The study revealed that students employed during writing, post writing and before writing strategies respectively. That is, the least preferred strategies are at before writing stage while the most used ones are that of during writing stage of the writing process.
The aim of this study is to determine the difficulties that students face in writing process, to investigate the effect of writing strategies training on their perception towards writing process, and on the students' use of the writing strategies. For these purposes, a mixed-method research design was used. Participants consisted of 78 undergraduate students studying in the English Language and Literature Department at Bingöl University. Control group consisted of 42 participants where as there were 37 participants in experimental group. 24 students in the experimental group were interviewed through two openended questions. The findings obtained through the interview revealed that students experienced problems in the writing process in terms of presenting ideas, organizing these ideas, obeying the grammar rules, managing the time, choosing appropriate words and using proper punctuation marks. It was also revealed that almost all participants' strategy use increased after strategy instruction at prewriting, during writing and post writing stages and the qualitative data results indicated that participants were in favor of strategy use for each stage of the writing process.
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