The use of restructuring strategies in EFL writing: A study of Spanish learners of English as a foreign language

Larios, Julio Roca de; Murphy, Liz; Manchón, Rosa M.

doi:10.1016/s1060-3743(99)80111-8

Cited by 96 publications

(47 citation statements)

References 29 publications

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“…One explanation of this result is concerned with different levels of awareness and use of the writing process and strategies between high and low proficiency students. In previous research on the writing process of skilled and unskilled students (e.g, Bosher, 1998;Nunan, 1991;Roca de Larios, Murphy, & Manchon, 1999;Zamel, 1983), it has been concluded that skilled L2 writers tend to spend more time to plan, revise and do writing tasks in the most effective way . Also, their main concerns were in the discourse levels like global content, organization, topic sentences, coherence and unity (Barkaoui, 2007;Nunan, 1991;Tsai, 2009).…”

Section: The Effectiveness Of Topical Structure Analysis Instructionmentioning

confidence: 99%

The Effect of Topical Structure Analysis Instruction on University Students’ Writing Quality

Liangprayoon¹,

Chaya²,

Thep-ackraphong³

2013

ELT

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Coherence is considered one of the characteristics of effective writing. Topical structure analysis (TSA) has been taught to students as a revision strategy to raise their awareness of importance of textual coherence and helps them clearly understand its concept. This study aimed to investigate the effectiveness of TSA instruction in improving university students' writing quality and to explore the proportions of topical progression in essays written by high and low proficiency students. It also examined the opinions of the students on TSA instruction. The participants consisted of two groups of 20 third year students majoring English Education at Chiangrai Rajabhat University. Data were collected through the pretest and the posttest of essay writing, two selected essays of high and low proficiency students, a questionnaire and an interview. The results indicated that TSA instruction had a significantly positive effect on students' writing quality. More specifically, TSA instruction was more beneficial to the low proficiency students than the high proficiency ones. Further, both successful and less succesful students employed the sequential progression the most in the essays. The students had positive opinions on TSA instruction.

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Section: The Effectiveness Of Topical Structure Analysis Instructionmentioning

confidence: 99%

The Effect of Topical Structure Analysis Instruction on University Students’ Writing Quality

Liangprayoon¹,

Chaya²,

Thep-ackraphong³

2013

ELT

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“…L1 has been used for a variety of purposes, including generating ideas (Cohen & Brooks-Carson, 2001; Roca de Larios, Murphy & Manchón, 1999;Stapa & Majid, 2012;Wang, 2003;Wolfersberger, 2003;Woodall, 2002), organizing texts (Cohen & Brooks-Carson, 2001;Sasaki, 2000;Wang, 2003;Wang & Wen, 2002;Woodall, 2002), metacommenting and selfevaluation (Wang, 2003;Wolfersberger, 2003), finding lexical items (Wang, 2003;Woodall, 2002), controlling the writing process (Wang, 2003;Wang & Wen, 2002;Wolfersberger, 2003), backtracking (Murphy &Roca de Larios, 2010;Perl, 1979), translation (Huh, 2001;Uzawa, 1996), and revising the text (Perl, 1979;Raimes, 1985). Those studies have showed that learners use their L1 for demanding cognitive operations in L2 composition.…”

Section: Review Of Previous Studiesmentioning

confidence: 99%

The Use of L1 as a Writing Strategy in L2 Writing Tasks

Kim

Yoon

2014

GEMA Online

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Numerous studies have investigated how students integrate L1 for the function of acquiring L2 writing proficiency. However, there is still no consensus that relates the degree of L1 use and various writing strategies in L2 writing to student proficiency levels and writing genres or writing tasks. The present study explored these issues over the course of 14 weeks with nine Korean university students of three different proficiency levels performing six writing tasks in two genres. The data were collected from the students" think-aloud protocols and retrospective interviews. The think-aloud and interview data were analyzed to examine the students" use of L1 during the L2 writing. The think-aloud protocols were also coded into their functions for what purposes each language type was used. The results showed that lower level students used their L1 more than the advanced students, but all students used L1 to different degrees depending on each task. In other words, the students reacted differently in accordance with task familiarity and the relative ease or difficulty of the task. The study also found that there was no consistent relationship between language proficiency and the types of writing strategies the students used in L2 composition. On the other hand, this study showed that although the types of writing strategies the students employed were similar, the students of various proficiency levels applied L1 strategies to their writing in different ways. The findings showed that L1 use in L2 writing can play an encouraging role for both the ideational and compensatory purposes, suggesting that the strategic use of L1 can contribute to improvement in L2 composition. The paper discusses that writing instruction should focus more on the topics of how to use writing strategies as well as what writing strategies to use.

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“…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%

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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The use of restructuring strategies in EFL writing: A study of Spanish learners of English as a foreign language

Cited by 96 publications

References 29 publications

The Effect of Topical Structure Analysis Instruction on University Students’ Writing Quality

The Effect of Topical Structure Analysis Instruction on University Students’ Writing Quality

The Use of L1 as a Writing Strategy in L2 Writing Tasks

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

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