Toward an Empirical Model of EFL Writing Processes: An Exploratory Study

Sasaki, Miyuki

doi:10.1016/s1060-3743(00)00028-x

Cited by 210 publications

(209 citation statements)

References 19 publications

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“…More recently, focus has shifted to the active development of strategies through programmes of strategybased instruction (SBI). As a result, there have been several intervention studies which have provided evidence to suggest that the explicit teaching of metacognitive learning strategies in L1 and FL classrooms has the potential to positively impact the development of writing strategies in their respective contexts (for L1 intervention studies see De La Paz and Graham 2002;Graham and Harris 2003; for FL intervention studies see Macaro 2001;Sasaki 2000Sasaki , 2002.…”

Section: Developing Metacognitive Writing Strategiesmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Developing Metacognitive Writing Strategiesmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…As for learner-related variables, plenty of scholarly attention has been paid to L2 proficiency (e.g., Cumming 1989; Manchón et al, 2009;Sasaki, 2000Sasaki, , 2004, and degree of writing competence or expertise, with important differences reported between skilled and unskilled writers (e.g., Chien, 2012;Cumming, 1989;Raoofi, Binandeh, & Rahmani, 2017). These two factors have been found to influence the quantitative and qualitative use of strategies, as well as the effect that a given strategy may have (see Roca de Larios et al, 2002, for a thorough review).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

“…Special research attention has been devoted to the influence of previous L1/L2 literacy and educational experience (cf. Bosher, 1998;Cumming, 1989;Kobayashi & Rinnert, 1992;Porte, 1995;Sasaki, 2000Sasaki, , 2004Sasaki & Hirose, 1996;Zainuddin & Moore, 2003), as well as to the strategies used when transferring previous genre knowledge and expanding genre repertoires across contexts of learning (e.g., Leki, 2011). Another line of research has looked into strategy use in study-abroad stays (e.g., Sasaki, 2004Sasaki, , 2007).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

“…Research concerned with the qualitative and quantitative use of strategies in L2 writing has provided holistic descriptions of L2 writers' composing behavior either (a) globally (cf. Cumming 1989;Manchón et al, 2009;Sasaki, 2000Sasaki, , 2002 or (b) with reference to just one macro-writing process, be this planning (cf. Akyel, 1994;Manchón & Roca de Larios, 2007a), formulation (e.g., Chenoweth & Hayes, 2001;Roca de Larios et al, 2001;Zimmermann, 2000), or revision (e.g., Porte, 1995Porte, , 1996Porte, , 1997Sengupta, 2000;Takagaki, 2003).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

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Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Manchón

2018

SSLLT

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This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

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“…There has been a rapidly growing body of research into L2 writing strategies over the past a few decades (Arndt 1987;Chien, 2012;Mu, 2005;Raimes 1985; Sasaki, 2002Sasaki, , 2011Victori 1999). Although there are many factors other than writing strategies affecting L2 writing development, writing strategies appear to be particularly important because many researchers have reported that writing strategies can distinguish less skilled writers from more skilled ones (Raimes 1985(Raimes, 1985; Sasaki, 2000, 2002, Victori 1999). As writing is normally needed for reports, papers and academic presentations and so on at educational settings such as universities and colleges, the importance of strategies for the development of L2 writing gains increasing attention in such educational settings.…”

Section: Introductionmentioning

confidence: 99%

Assessing and Validating a Writing Strategy Scale for Undergraduate Students

Raoofi

Miri

Gharibi

et al. 2017

JLTR

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Abstract-Little research has been conducted to develop and validate a scale to measure L2 writing strategies. The purpose of this study was to validate a writing strategy questionnaire for English as a Second language (ESL) learners. The validation process involved both qualitative and quantitative methods. First, in the item construction stage, 30 items were constructed through a process that involved both L2 writing experts' comments and undergraduate students' interviews. Then, in the statistical analysis stage, the prepared thirtyitem questionnaire was administered to 322 undergraduate students who were non-native speakers of English. The data was analyzed using Principal Component Analysis. The results showed that the writing strategies used by non-native learners of English cluster into five categories: metacognitive, cognitive, metacognitive, affective effort regulation and social strategies. Limitations of the study and directions for future research are indicated.

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Toward an Empirical Model of EFL Writing Processes: An Exploratory Study

Cited by 210 publications

References 19 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Assessing and Validating a Writing Strategy Scale for Undergraduate Students

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