Exploring Writing Strategy Use Among Learners With Different Levels of L2 Writing Avoidance
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This study investigated the impact of three types of writing strategies - planning, while-writing, and revising strategies - on learners' avoidance behaviors in L2 writing. Additionally, the study analyzed the differences in the patterns of writing strategy use between learners with high and low levels of avoidance in L2 writing. A total of 175 Korean university students learning English as their L2 participated in the study. They completed surveys assessing their avoidance behaviors in English writing and their use of writing strategies. The results revealed a significant negative relationship between the use of revising strategies and L2 writing avoidance, indicating that learners who effectively employed revising strategies had lower levels of avoidance in L2 writing. Furthermore, when classifying learners based on the degree of avoidance, those with lower avoidance tended to employ a more diverse range of writing strategies at each stage of the writing process compared to those with higher avoidance. Based on these findings, the study underscores the importance of effective instruction on the use of revising strategies to enhance learners' participation in L2 writing. It also provides significant educational implications for effective strategy-based instruction for successful writing.
Abstract
This study investigated the impact of three types of writing strategies - planning, while-writing, and revising strategies - on learners' avoidance behaviors in L2 writing. Additionally, the study analyzed the differences in the patterns of writing strategy use between learners with high and low levels of avoidance in L2 writing. A total of 175 Korean university students learning English as their L2 participated in the study. They completed surveys assessing their avoidance behaviors in English writing and their use of writing strategies. The results revealed a significant negative relationship between the use of revising strategies and L2 writing avoidance, indicating that learners who effectively employed revising strategies had lower levels of avoidance in L2 writing. Furthermore, when classifying learners based on the degree of avoidance, those with lower avoidance tended to employ a more diverse range of writing strategies at each stage of the writing process compared to those with higher avoidance. Based on these findings, the study underscores the importance of effective instruction on the use of revising strategies to enhance learners' participation in L2 writing. It also provides significant educational implications for effective strategy-based instruction for successful writing.
참고문헌 (42)
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