Assessing and Validating a Writing Strategy Scale for Undergraduate Students

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....

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Bibliographic Details
Published in:Journal of language teaching and research 2017-05, Vol.8 (3), p.624
Main Authors: Raoofi, Saeid, Miri, Anvar, Gharibi, Jalal, Malaki, Bahram
Format: Article
Language:English
Subjects:
Analysis
Beliefs, opinions and attitudes
College students
English as a second language
English as a second language learning
English language learners
Learning strategies
Metacognition
Polls & surveys
Principal components analysis
Research methodology
Rhetoric
Second language writing
Statistical analysis
Strategy
Study and teaching
Writing
Writing strategies
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Summary: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 thirty-item 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.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.0803.23