Effect of strategy instruction on EFL students’ video-mediated integrated writing performance

Machili, Ifigeneia; Papadopoulou, Iris; Kantaridou, Zoe

doi:10.1016/j.jslw.2019.100708

Cited by 18 publications

(8 citation statements)

References 48 publications

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“…The difference between the pre-test and post-test indicates that the data in the experimental group is better than the control group. These results confirm the previous finding that the effect of strategy instruction on synthetic writing on students' writing performance in the experimental group was more effective than control (Machili et al, 2020). In contrast, prior research by Bai et al ( 2014) found that learners at all proficiency levels used planning strategies more frequently than other types of writing strategies.…”

Section: Rq3: the Difference In Effects Produced By Strategy Instruct...supporting

confidence: 88%

Incorporating Strategy Instruction (SI) and Strategy-Based Writing Instruction (SBI) to Enhancing Students' Writing Abilities

Masrul

Gunadi

Aswir

et al. 2023

jltr

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Strategy instruction (SI) and strategy-based writing instruction (SBI) in English in recent years have obtained great attention for having considerable educational and evaluation usefulness. Studies on how strategic teaching improves students’ writing ability were limited, resulting in significant gaps in the declarative and procedural knowledge of writing among university freshmen. To address this gap, this study was conducted to examine the effects of strategy instruction and strategy-based writing instruction on students' writing based on several parameters: content, organization, language, citation, idea, revision, modification, replacement, plagiarism, and creativity on students' writing ability. This experimental study involved 100 students majoring English Education at the State University of Malang. The results of the ANCOVA test on all dependent variables showed a significant effect on idea construction in both control and experimental group. This study revealed that SBI and SI positively affected students' writing ability, making them regarded as effective methods in teaching writing.

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Section: Rq3: the Difference In Effects Produced By Strategy Instruct...supporting

confidence: 88%

Incorporating Strategy Instruction (SI) and Strategy-Based Writing Instruction (SBI) to Enhancing Students' Writing Abilities

Masrul

Gunadi

Aswir

et al. 2023

jltr

View full text Add to dashboard Cite

show abstract

“…L2 writing is a multifaceted, dynamic, context-based, challenging process [ 31 ] in which learners’ writing strategies play key roles in achieving their writing goals [ 32 , 33 ]. According to Manchón [ 34 ], writing strategies can be defined in both broad and narrow terms.…”

Section: Literature Reviewmentioning

confidence: 99%

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

Wang

et al. 2023

EJIHPE

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This study aims to validate self-regulated writing strategies for advanced EFL learners through a structural equation modeling analysis. Two sets of advanced, university-level EFL learners in China were recruited on the basis of results from a nationwide standardized English test. Sample 1 consisted of 214 advanced learners and served mainly as a data source for exploratory factor analysis. Sample 2 consisted of 303 advanced learners; data from this group were used to conduct confirmatory factor analyses. The results confirmed the goodness of fit of the hierarchical, multidimensional structure of self-regulated writing strategies. This hierarchic model has the higher order of self-regulation and the second order of nine self-regulated writing strategies that belong to four dimensions. In terms of model comparisons, the indices of Model 1 (nine-factor correlated model of EFL writing strategies for SRL) and Model 2 (four-factor second-order model of EFL writing strategies for SRL) mark significant improvements in terms of fit over the indices of Model 3 (one-factor second-order model of EFL writing strategies for SRL). This means the four-factor model (cognition, metacognition, social behavior, and motivational regulation) offered a better explanation for advanced EFL learners than the model treating self-regulated writing strategies as a single convergent factor. These findings, in some ways, differ from the results of earlier research on EFL learners’ self-regulated writing strategies, and the findings of this study have certain implications for L2 writing teaching and learning.

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“…Fourth, Candidates draw on the chapter structure of the source materials. In addition, the study found that most undergraduate candidates regarded the content of the source material as a source of their own opinions, and only a small proportion regarded it as a source of supporting arguments (Machili et al, 2020) [15] .…”

Section: Content Borrowing From Source Materialsmentioning

confidence: 99%

A Review of Research on Source Material Borrowing in Integrated Foreign Language Writing Assessment

2023

FER

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The integrated writing assessment is a new form of academic English writing that has emerged in recent years and measures English learners' writing skills in academic contexts through a combination of reading and writing or listening and reading. The most significant change in the integrated writing assessment compared to the independent writing task is the addition of reading or/and listening prompt materials. By reviewing recent research on source material borrowing in integrated writing tests in both domestic and international literature, this paper summarizes the characteristics of source material borrowing in integrated writing assessments, the features of source material borrowing results, and whether scholars can predict candidates' writing performance by the content and manner of source material borrowing in integrated writing assessments. In addition, the paper identifies the challenges integrated writing assessments face and possible future trends.

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Effect of strategy instruction on EFL students’ video-mediated integrated writing performance

Cited by 18 publications

References 48 publications

Incorporating Strategy Instruction (SI) and Strategy-Based Writing Instruction (SBI) to Enhancing Students' Writing Abilities

Incorporating Strategy Instruction (SI) and Strategy-Based Writing Instruction (SBI) to Enhancing Students' Writing Abilities

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

A Review of Research on Source Material Borrowing in Integrated Foreign Language Writing Assessment

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