Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers

Xiao, Liu

doi:10.1016/j.system.2016.06.006

Cited by 25 publications

(37 citation statements)

References 30 publications

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“…According to this study, sociocultural factors influenced these participants’ attitudes towards accent through their mediation of various learning resources such as textbooks, TV series, teachers, peers, and learning context. The mediation process of these participants is similar to the internalization process of the participants in Lei’s (2016) study, which includes three sub-processes – noticing, imitating and goal-setting. First, the participants in this study noticed the accents of the speakers from the recordings or TV series, or the accents of their teachers, peers or interlocutors in ELF communication.…”

Section: Discussionmentioning

confidence: 82%

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Kung

Wang

2018

RELC Journal

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This study explores Chinese English as a foreign language (EFL) learners’ attitudes towards accent for effective English as a lingua franca (ELF) communication. Notwithstanding the research conducted on EFL learners’ perceptions of different variations of the English language for their language learning, little attempts have been made to investigate their perspectives in detail within the context of China. This inquiry thus intends to bridge this gap by exploring EFL learners’ accent preferences for ELF communication. Data were collected qualitatively from 34 students at an international university in China to examine their experiences of EFL learning and ELF communication. Data were classified and categorized based on learners’ accent preferences and then coded for analysis from their learning discourses, cultural media, material conditions and social agents. The results point to various sociocultural and sociohistorical variables that have reified their language choices and ideology to further underpin their native speaker (NS) and non-native speaker (NNS) dichotomy.

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Section: Discussionmentioning

confidence: 82%

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Kung

Wang

2018

RELC Journal

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“…One of the characterizing features of EFL learners is their imbalanced development of language proficiency. The CSE scales and descriptors presented a comprehensive reference framework for examining those specific and minute language use features, and some might be unique for Chinese students due to the great difference between their mother tongue and the target language (Lei, 2016).…”

Section: Resultsmentioning

confidence: 99%

Linking China's Standard of English Language Ability with the Automated Essay Assessment

Ye¹,

Huang²

2019

Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019)

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The purpose of this two-stage study is to examine the potential of China's Standard of English Language Ability (CSE) for Automated Essay Scoring (AES) development. In the first stage of the study, 657 descriptors from 24 writing-related CSE scales were inspected to generate categories representative of EFL learners' academic writing ability. In the second stage, the findings were compared to e-rater construct composites. Similarities between the CSE and e-rater categories were evident in terms of the overall emphases on the grammatical and textual dimensions as well as the coverage from the basic concepts like mechanics to the more abstract terms such as style. The comparison also pointed to great difference. The CSE categories presented positive descriptions of language use for learning/teaching purpose, while e-rater focused on language errors out of scoring concern. E-rater offered more explicit and operational interpretations of surface linguistic features. This paper not only supplies validation evidence of the CSE scales, but also demonstrates their usefulness for developing a customized AES system for EFL writers in China.

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“…The last discovery showed that less-skilled writers did minimal revisions as they paid more attention to surface changes than skilled writers. Less-skilled writers were not aware of the significance of revision, which can help them develop and generate their thoughts and they fixed their writing on dealing with common errors such as vocabulary and grammatical mistakes (Alamargot et al, 2011;Lei, 2016). Aside from some similarities, the findings also highlighted quantitative differences.…”

Section: Reviewing Stagementioning

confidence: 96%

“…In addition, both of them used their strategies in low frequency and rarely revised or edited their texts in this stage. Difficulties in writing should not be over-looked as learning to write is always time and energy consuming and demands both teachers' and learners' devotion no matter what resources are used (Lei, 2016).…”

Section: Writing/ Drafting Stagementioning

confidence: 99%

“…Therefore, from the findings above, planning and revising strategies were applied more effectively by skilled-writers compared to less-skilled writers. Research conducted by (Lei, 2016) stated that the use of writing strategies by skilled and less skilled student writers from a sociocultural perspective and shows that the two groups differ significantly in internalization of resources although they tend to use similar types of resources. The differences are mainly in the three sub-processes of internalization: noticing, imitating and goal setting.…”

Section: Reviewing Stagementioning

confidence: 99%

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The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

Arifin

2020

j. pendidik. indonesia.

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This study aims to analyze the similarities, differences, and transferability of students' writing strategies in L1 (Indonesian) and L2 (English). Data were obtained from four participants majoring in English Education, two males and two females, which were categorized into skilled and less-skilled writers. The data were collected for four months using various methods, namely think-aloud protocols (TAPs), retrospective and semi-structured interviews, observations, and written drafts. The result showed that students employed similar personal strategies while writing in Indonesian (L1) and English (L2). This means that they transferred L1 strategies to L2 with some variances and similarities. The skilled writers viewed writing as a cyclical process of planning, writing, reading/rereading, rehearsing, and revising their texts. Meanwhile, less-skilled writers tended to employ linear and less recursive strategies. Furthermore, subsequent studies need to be conducted using these research findings and suggestions.

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Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers

Cited by 25 publications

References 30 publications

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Linking China's Standard of English Language Ability with the Automated Essay Assessment

The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

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