Writing strategies for academic writing and their effectiveness as perceived by sophomores in felte, ULIS, VNU = Các chiến thuật cho môn viết học thuật và hiệu quả của chúng dựa trên đánh giá của sinh viên năm hai khoa sư phạm tiếng Anh, ĐHNN, ĐHQGHN

• Main Author: Trần, Hoàng Phương Thảo
• Other Authors: Đàm, Hà Thủy
• Format: Final Year Project
• Language: English
• Published: 2020
• Subjects: Tiếng Anh > Viết học thuật; Tiếng Anh > Phương pháp học tập
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/95570
• Institution: Vietnam National University, Hanoi

This study focused on the application of writing strategies for academic writing by second year students in FELTE, ULIS, VNU. In the field of English language teaching and learning, the development of learners’ writing skills has been given enormous attention, especially for those who formally study English as a Foreign Language. Among factors affecting students’ writing performances, writing strategies are of great significance since they are every action employed by learners to produce a written text (Abas and Aziz, 2016; Dumlija, 2018). Scholars have held different points of view about the effects of writing strategies on students’ writing achievement (Liu, 2015; Jamal, 2015). Considering the urge to resolve the conflict in the existing body of knowledge and further explore the role of writing strategies on students’ learning process and outcomes, the researcher decided to investigate the prevalent types of writing strategies utilized by students to write an academic text. Accordingly, a mixed method approach was applied in this study, using both quantitative and qualitative methods. The findings about the utilization of writing strategies suggested that even though students generally used writing strategies on a regular basis, the frequency of each strategy type varied significantly. Regarding impacts of writing strategy use on students’ writing, correlation tests showed no relationship between the overall use of writing strategies and the writing performances of students. However, separate data analysis demonstrated that rhetorical strategies negatively affected students’ performances while metacognitive and cognitive strategies had positive impacts on students’ writing. Furthermore, qualitative data denoted that students could do their writing assignments more easily when they adopted certain writing strategies namely outlining, revising and resourcing. This result could be a useful reference for teachers and learners when teaching and learning how to write academically in English. Furthermore, it would set a foundation for further study on the impacts writing strategies may have on students’ writing performances