Writing strategies: Perceptions, experience, and use in undergraduate and graduate ESL students

Yu-Ching Annie Ou, Purdue University

Abstract

ESL students in the US face a number of demanding writing tasks but often take very few writing courses. As a result, students cope with these assignments on their own by choosing their own writing strategies. The majority of past ESL writing strategies research has taken a qualitative approach using a small number of participants, however such qualitative approaches have their limitations due to their controlled and experimental nature. The purpose of this study is to use a quantitative approach to identify the writing strategies that ESL writers are applying to their assignments when on their own and what factors may influence their perception and use. Data were collected from 157 ESL students studying in undergraduate and graduate degree programs in the US. The students completed an online survey containing demographic information, their general writing experiences and beliefs, their writing habits, their use, perception, and experience with specific writing strategies, and optional open-ended questions about writing strategies. An inventory was developed using 32 writing strategies from past qualitative studies. Taking a quantitative approach, results indicated that students in different degree levels show a significant difference in their use and perception of a number of writing strategies. Lists of strategies were produced to show the most frequently used strategies, the most-well-perceived strategies, and the most commonly taught strategies. Relationships and mismatches between use, perception, and experience are discussed. In addition, data is provided on students' writing behaviors and beliefs about writing. The results of this study have both methodological and pedagogical implications.

Degree

Ph.D.

Advisors

Silva, Purdue University.

Subject Area

English as a Second Language|Foreign Language|Education

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