A Think-aloud Protocols Investigation of Saudi English Major Students’ Writing Revision Strategies in L1 (Arabic) and L2 (English)

Alhaisoni, Eid

doi:10.5539/elt.v5n9p144

Cited by 15 publications

(13 citation statements)

References 15 publications

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“…Our findings, and constant with what other researchers affirmed (Alhaisoni, 2012;Al-Semari, 1995;Al-Sharah, 1997), could be useful for students with low language proficiency. As Raimes asserted, "think-aloud composing for ESL composition research…can be applied…to generate words, sentences, and chunks of discourse and to communicate in the new language."…”

Section: Resultssupporting

confidence: 70%

Use of Think-Aloud Protocols: Investigating the Writing Habits of Saudi EFL/ESL Learners

Alkhatnai

2016

IJL

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This paper aims to investigate the writing processes of bilingual Saudi writers by means of think-aloud protocols. Think-aloud or talk-aloud protocols involve having participants verbally describe their activities while performing a given task. My goal was to understand the writing habits of Saudi EFL/ESL learners and what native Arabic speakers experience when writing in English by examining how they write compositions in English. My basic question for this investigation was "How do EFL/ESL Saudi learners write in English?" The goal of this study was to identify useful information for teaching ESL composition to Arabic-speaking learners in general and Saudi learners in particular.

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Section: Resultssupporting

confidence: 70%

Use of Think-Aloud Protocols: Investigating the Writing Habits of Saudi EFL/ESL Learners

Alkhatnai

2016

IJL

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“…L2 writing research also examined the link between L1 and L2 writing strategies L1 writing strategies (Alhaisoni, 2012;Whalen & Menard 1995). Research indicates that there is a link between the L1 and L2 strategies, though there are some inclusive research findings.…”

Section: Writing Strategiesmentioning

confidence: 99%

An Investigation into Writing Strategies and Writing Proficiency of University Students

Raoofi¹,

Binandeh²,

Rahmani³

2017

JLTR

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Abstract-This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students with higher writing ability reported using significantly more metacognitive, cognitive, affective and effort regulation strategies than those with lower writing proficiency. The discussion of the results, implications for language classroom and writing instruction are articulated. Limitations of the study and suggestions for future research are also presented.

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“…Previous research has shown that factors such as motivation, attitude, and language strategy influence L2 learning. Although considerable number of studies have investigated howwriting strategies are related to writing proficiency (Chien, 2012;Mu, 2005;Raimes, 1985;Sasaki, 2002;Victori, 1999), goal orientation (He, 2005), writing performance (McMullen, 2009;Nguyen & Gu, 2013) L1 writing strategies (Alhaisoni, 2012;Cumming et al, 1989;Whalen & Menard, 1995), and learning context (Leki, 1995, Sasaki, 2004, 2007Wong, 2005), little research has explored the writing strategies of undergraduate studentsin second language learning contexts. Furthermore, very few qualitative studies have focused on documenting the types of language learning strategies particularly L2 writing strategies among foreign /second language learners.…”

Section: Introductionmentioning

confidence: 99%

“…SLA researchers also investigated how L1 writing strategy use is related to L2 writing strategies (Alhaisoni, 2012;Cumming et al, 1989;Keck, 2006;Skibniewski, 1988;Whalen & Menard, 1995). With few exceptions, research targeting the relationship between L1 and L2 writing strategies reveals that L1 writing strategy useis closely associated with L2 writing strategies.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study into L2 Writing Strategies of University Students

Raoofi¹,

Chan²,

Mukundan³

et al. 2014

ELT

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This study reports on an investigation into writing strategies of Malaysian university students learning English as a second language. Qualitative data were collected from 21 undergraduate university students aged 19 to 21. The students interviewed reported using a variety of writing strategies. It was also found that all of the participants reported doing some pre-writing activities, and having awareness of their own writing problems. The findings of the study also revealed that the highly proficient student writers reported using more moremetacognitive strategies such as organizing ideas and revising content than less skilled ones. Limitations of the study are discussed, and suggestions for future research are offered. Implications for writing instruction are also presented.

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A Think-aloud Protocols Investigation of Saudi English Major Students’ Writing Revision Strategies in L1 (Arabic) and L2 (English)

Cited by 15 publications

References 15 publications

Use of Think-Aloud Protocols: Investigating the Writing Habits of Saudi EFL/ESL Learners

Use of Think-Aloud Protocols: Investigating the Writing Habits of Saudi EFL/ESL Learners

An Investigation into Writing Strategies and Writing Proficiency of University Students

A Qualitative Study into L2 Writing Strategies of University Students

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