Volume 14, Issue 1 (2023)
LRR 2023, 14(1): 305-334 |
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Mujtaba S M, Kamyabi Gol A, Parkash R. The Impact of Writing Strategy Instruction: Undergraduate Students’ Academic Writing Performance and Strategy Use. LRR 2023; 14 (1) :305-334
URL: http://lrr.modares.ac.ir/article-14-55901-en.html
URL: http://lrr.modares.ac.ir/article-14-55901-en.html
1- M.A. IQRA University Department of Business Administration
2- PhD, Department of Persian Language and Literature and Department of Linguistics, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran ,kamyabigol@um.ac.ir
3- IQRA University Department of Business Administration, Rakesh Parkash, PhD IQRA University Department of Business Administration
2- PhD, Department of Persian Language and Literature and Department of Linguistics, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran ,
3- IQRA University Department of Business Administration, Rakesh Parkash, PhD IQRA University Department of Business Administration
Abstract: (1850 Views)
Many students, both at tertiary and secondary level, consider writing for academic purposes as a challenging task. It is of prime importance that students have sufficient content knowledge and basic understanding of different writing strategies to write coherent and cohesive texts. This study unveils the impact of writing strategy instruction on writing strategy use and performance of 40 undergraduates enrolled in an Academic and Professional Writing course. The design of the current study was experimental and data were collected using a questionnaire and students’ essays. The results of the t-test present that writing strategies training could be imparted to the students to improve their overall writing. The treatment group showed a significant improvement in their writing performance and writing strategy use after receiving strategy instructions. The study recommends explicit writing strategy instruction be incorporated into English writing courses and learners be encouraged to use them in their writing tasks.
Keywords: writing strategy instruction, students’ achievement level, L2 learners, writing task battery, writing performance
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