The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools

Bai, Barry; Hu, Guangwei; Gu, Peter Yongqi

doi:10.1007/s40299-013-0110-0

Cited by 84 publications

(90 citation statements)

References 27 publications

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“…According to Bai et al (2014) among the subscales of cognitive and metacognitive strategies, planning was the most frequently used strategy by the primary learners in Singapore. Study by Anderson (2003, p.25) also found that "being metacognitively aware of strategy use allows a writer to use strategies in an integrated way as opposed to thinking that they occur in isolation".…”

Section: Discussionmentioning

confidence: 99%

“…Bai (2015) and Bai et al (2014) published two recent studies on primary learners. The study by Bai et al (2014) focused on primary school students in Singapore to show the relationship between use of writing strategies and English proficiency. 1618 students from two schools participated in this study.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

“…Bai, Hu, & Gu, 2014;Chien, 2012;de Larios, Murphy, & Manchon, 1999;De Silva & Graham, 2015;Hayes & Flower, 1980) because of its importance as a way of communication. Clearly, attention to writing can be because of globalization, requirement of writing for school projects, and shift from product view to process one (chien, 2012;silva & Brice, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, students should try to apply the appropriate strategies to be a successful and competent writer because a positive correlation can be found between strategy use and writing competence (Bai et al, 2014;Chien, 2012). So, the teachers should try to teach the strategies to students because as indicated by , Hu (2005), Ong and Zhang (2013), and Wong and Hew (2010) strategy based introduction (SBI) can have positive effect on quantity and quality of EFL/ESL learners' use of writing strategy and their writing competence.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

Tabrizi

Rajaee

2016

IJLD

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Learners' strategy use has been widely researched over the past few decades. However, studies which focus on the impact of cognitive and metacognitive strategies on primary learners are somewhat rare. Therefore, the focus of this paper is to provide an experimental investigation to explore the effect of cognitive and metacognitive writing strategies on Iranian elementary learners' writing. To this end, 75 elementary learners were recruited to participate in this study. The findings show that the intervention achieved a significant treatment effect on both experimental groups including cognitive and metacognitive writing strategies groups. Furthermore, it was found that the metacognitive group outperformed the cognitive one.

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Section: Discussionmentioning

confidence: 99%

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

Tabrizi

Rajaee

2016

IJLD

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“…Most of the research addressing the relationship between writing proficiency and writing strategy use has shown that writing proficiency is closely related to writing strategy use (Arndt 1987;Chien, 2012;Mu, 2005;Raimes 1985;Bai et al, 2013;Sasaki, 2000Sasaki, , 2002Victori, 1999). For instance, Chien's (2012) study into writing strategies of 40 EFL university students revealed that student who had high writing proficiency used significantly more planning, revising and reviewing strategies than those with low writing proficiency.…”

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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Strategy Use and Performance in EFL Writing of Taiwanese Learners

2022

Assessing the English Language Writing of Chinese Learners of English

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The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools

Cited by 84 publications

References 27 publications

The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

A Qualitative Study into L2 Writing Strategies of University Students

Strategy Use and Performance in EFL Writing of Taiwanese Learners

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