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Journal articles on the topic 'Cognitive writing strategies'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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Alahdad, Siti Nurfiza Abdul, Norasiah Yunus, Ainul Rasyiqah Sazali, et al. "Exploring the Relationship of All Strategies in Writing." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 3255–66. https://doi.org/10.47772/ijriss.2025.90400235.

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Writing skills are vital in higher education for preparing students for the professional world. Although writing is a challenging task that requires careful planning and thorough revision, this study finds a strong relationship between cognition, behaviour, and the environment in writing, which can help improve writing instruction and foster self-directed learning. Peer support also plays an important role in enhancing students’ writing skills. This study examines the use of writing strategies—namely metacognitive, cognitive, effort regulation, social, and affective—and their connection to Ban

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Azizah, Safira, and Soraya Soraya. "A Closer Look on Indonesian EFL students’ Writing Process: The Application of Cognitive and Metacognitive Strategies." REiLA : Journal of Research and Innovation in Language 5, no. 2 (2023): 128–43. http://dx.doi.org/10.31849/reila.v5i2.10687.

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Cognitive and metacognitive strategies have been researched to find an effective strategy in teaching writing. However, little attention has been given to investigate what is on the students’ minds while applying those strategies in the writing process. This descriptive qualitative study aims to investigate the process of applying the cognitive and metacognitive strategies by EFL students while performing argumentative essays. Three university students of the English Department taking the Essay Writing subject were invited to record the process of authoring argumentative essays using Zoom reco

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Mouhssine, Ayouri, El Messaoudi Mohammed, and Hdii Saida. "Minds in Motion: Unraveling the Impact of Cognitive Writing Strategies on Essay Achievement in Moroccan EFL University Students." International Journal of Advance Study and Research Work 6, no. 3 (2023): 07–20. https://doi.org/10.5281/zenodo.8401577.

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<strong><em>Effective writing in English as a Foreign Language (EFL) context heavily relies on the utilization of cognitive writing strategies. Understanding the link between these strategies and writing achievement is crucial for improving instruction and assessment. This study explores the cognitive writing strategies employed by 89 EFL students in their fourth semester, specifically focusing on argumentative essays at the Faculty of Arts and Humanities in El Jadida, Morocco. The primary objective is to examine differences in writing achievement levels based on strategy use and investigate t

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Pitenoee, Mehran Rajaee, Ahmad Modaberi, and Elham Movafagh Ardestani. "The Effect of Cognitive and Metacognitive Writing Strategies on Content of the Iranian Intermediate EFL Learners’ Writing." Journal of Language Teaching and Research 8, no. 3 (2017): 594. http://dx.doi.org/10.17507/jltr.0803.19.

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Writing strategies instruction have become one of the most talked-about topics in the field of language teaching and learning when scholars found that SL/FL writing is believed to be a problem for learners. Cognitive and metacognitive strategies, as two writing strategies, have been widely researched over the past few decades. Among the substantial body of research investigating the effect of cognitive and metacognitive writing strategies, little attention has been given to the effect of cognitive and metacognitive strategies on content of the learners’ writing. This experimental investigation

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Arliyanti, Devi, and Astri Hapsari. "EFL Undergraduate Students’ Cognitive Strategies in Process-Based Writing." Pioneer: Journal of Language and Literature 14, no. 2 (2022): 376. http://dx.doi.org/10.36841/pioneer.v14i2.1693.

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Even though process-based writing has been extensively researched and implemented in higher education, little is known about how cognitive strategies are implemented in process-based essay writing. This study investigated how EFL undergraduate students used writing strategies in English essays. The process of writing was investigated by using cognitive theory in this semi-structured interview qualitative research. The two participants were English language education department batch 2019 students from a private university in Yogyakarta who had completed their processes-based essay writing fina

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Lee, Lai Fong, Sian Hoon Teoh, Geethanjali Narayanan, Yuen Fook Chan, and Gurnam Kaur Sidhu. "Writing Strategies used by Malaysian ESL Undergraduates." Social and Management Research Journal 12, no. 2 (2015): 15. http://dx.doi.org/10.24191/smrj.v12i2.5022.

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Writing strategies are deemed important to enable learners to write well in academic contexts in higher education. This study examined the writing strategies of English as Second Language (ESL) undergraduates in higher education to look into the type of writing strategies they use. The five categories of writing strategies focused on were rhetorical strategies, metacognitive strategies, cognitive strategies, communicative strategies, and social/affective strategies. The sample of this study comprised 40 students from the social science disciplines in a local public university. The instrument u

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Englert, Carol Sue, Taffy E. Raphael, Linda M. Anderson, Helene M. Anthony, Kathy L. Fear, and Stephanie L. Gregg. "A Case for Writing Intervention: Strategies for Writing Informational Text." Learning Disabilities Research & Practice 3, no. 2 (1988): 98–113. https://doi.org/10.1177/093889828800300206.

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This paper reports on the expository writing difficulties of learning disabled students in fourth and fifth grades, using actual samples of students'writing. Using writing samples from 21 students representing the range of writing problems in both special and regular education students, three categories of problems are presented and discussed: general writing ability and fluency, informant status in the communicative act of writing, and knowledge and control of the thinking and organizational strategies associated with writing. Second, a case is made for instruction in cognitive strategies in

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Saswati, Risna. "Writing Strategies Exhibited by a Translator in Translating a Short Text." Linguistic, English Education and Art (LEEA) Journal 5, no. 1 (2021): 107–18. http://dx.doi.org/10.31539/leea.v5i1.3075.

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This study aims to investigate the use of writing strategies by translators when translating short texts. The method used in this research is explorative-interpretative. Participants are freelance translators who complete short text translations. The data collection techniques are Think-Aloud Protocols (TAPs) and Trans Log II. The results showed that the participants used various writing strategies when translating the text at all stages. Rhetorical, cognitive, metacognitive and social/affective writing strategies were found in the transfer stage. Communicative strategies are not found at this

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Ocak, Gürbüz, and Nilda Hocaoglu. "The Relation Between Cognitive Awareness of Reading Strategies and Writing Anxiety." Mimbar Sekolah Dasar 10, no. 1 (2023): 149–64. http://dx.doi.org/10.53400/mimbar-sd.v10i1.51755.

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This study aims to determine the cognitive awareness of reading strategies of secondary school students, the relation between the cognitive awareness of reading strategies and writing anxiety, and the common effect of some variables on cognitive awareness of reading strategies. This quantitative study is an example of a relational survey model with correlational research features. Data have been collected through two different scales. 339 secondary school students have participated in this research. Mean, frequencies, standard deviation, Pearson Correlation Coefficient, Simple Linear Regressio

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Prihatini, Arti, Hari Windu Asrini, Rusdhianti Wuryaningrum, and Nina Inayati. "Cognitive strategies of law students in writing opinion text." Journal of Education and Learning (EduLearn) 19, no. 2 (2025): 733–41. http://dx.doi.org/10.11591/edulearn.v19i2.21228.

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Writing skills are one of the determining factors for law students' success, but it is their biggest problem. This problem stems from the lack of grammar mastery and learning barriers during the COVID-19 pandemic. Therefore, this study aims to describe cognitive strategies for law students in writing opinion texts during the COVID-19 pandemic and the pedagogical implications. This study employed a mixed method. The research participants were 200 first-year students of the 2021-2022 academic year. Data collection methods are inventory and open-ended questions. The research found that students w

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Jonathans, Peggy Magdalena, Bambang Yudi Cahyono, Siusana Kweldju, Devinta Puspita Ratri, Indri Astutik, and Tengku Intan Suzila Tengku Syarif. "Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students." Studies in English Language and Education 12, no. 1 (2025): 346–61. https://doi.org/10.24815/siele.v12i1.41180.

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Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students’ self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that t

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Cardente-Cañetan, Karesha Faith, –. Lasparilla Gemma Rose Hubac, and James Paglinawan. "Learning Strategies and Writing Anxiety on Argumentative Writing Competence of Students." Journal of Ongoing Educational Research 2, no. 2 (2024): 119–26. https://doi.org/10.5281/zenodo.14263912.

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This study investigates the impact of learning strategies and writing anxiety on the argumentative writing competence of Grade 10 students at Kitaotao National High School. Using a quantitative cross-sectional survey design, data were collected from approximately 120 students through a Likert scale questionnaire to assess their cognitive, metacognitive, and collaborative learning strategies and their writing anxiety levels related to procrastination, fear of criticism, and self-critical dialogue. The findings reveal that students effectively employ various learning strategies, particularly cog

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Jaitrong, Arena, Maylaya Kaewsud, Wasinee Kwanthong, and Apinya Manochphinyo. "A Survey Study of English Writing Strategies Used by Thai Undergraduates in Business English Program." Jurnal Bahasa Inggris Terapan 8, no. 2 (2022): 70–83. http://dx.doi.org/10.35313/jbit.v8i2.4638.

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The research study aims to explore writing strategies used by Thai first to fourth-year university students. Thirty-six (36) students from the Business English program at a government university in Southern Thailand who had experience in English writing, served as the subject of the research. They responded to a questionnaire. The online questionnaire was created by using SurveyCan. The questionnaire focused on students’ English writing experiences through the use of writing strategies. The results revealed that most of the students used both cognitive strategies and metacognitive strategies f

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Iqlima, Putri Amifalahiya, Rissa Sofia, Risa Triassanti, and Christina Innocenti Tumiar Panggabean. "EFL Students' Language Learning Strategies at Argumentative Writing Class at UNIROW Tuban." English Education:Journal of English Teaching and Research 8, no. 2 (2023): 211–19. http://dx.doi.org/10.29407/jetar.v8i2.20968.

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The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined usi

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Sincoff, Maura. "Writing as Relationship." English Journal 105, no. 3 (2016): 75–80. http://dx.doi.org/10.58680/ej201627682.

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Feng, Zhe. "Meta-cognitive Strategies, Automated Writing Evaluation Feedback and English Writing Performance of Chinese EFL College Students." International Journal of Education and Humanities 11, no. 3 (2023): 483–86. http://dx.doi.org/10.54097/ijeh.v11i3.15154.

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The research aimed to assess the associations among the implementation of meta-cognitive strategies, the support of automated writing evaluation feedback system and the English writing performance of Chinese EFL college students. The findings of the research indicated that incorporating meta-cognitive strategies during the writing process and utilizing automated writing evaluation feedback significantly contributed to the enhancement of English writing skills among students. A majority of the respondents reported actively employing various meta-cognitive strategies while writing and receiving

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Syahid, Abdul. "Writing strategies by beginning authors of academic genre." Journal on English as a Foreign Language 9, no. 1 (2019): 20. http://dx.doi.org/10.23971/jefl.v9i1.952.

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<p>Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collec

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Lan, Jing, and Jennifer P. Santillan. "Writing Strategies of Chinese Undergraduate English Major Students." English Language Teaching 17, no. 12 (2024): 21. http://dx.doi.org/10.5539/elt.v17n12p21.

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English writing is very important for Chinese students since it is a crucial part of many tests, such as the College Entrance Examination for high school students in China, College English Tests (CET), and the Unified National Graduate Entrance Examination. Some students frequently employ writing strategies such as memorizing sample phrases, sentences, or essay templates to cope with exams. Some studies confirmed that there is a certain relationship between students&rsquo; use of writing strategies and their writing performance. There are some high-performing students who usually can not o

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Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.

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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All

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Sasi, Aishwarriya, Ayu Haniezyea Ramzi, Nur Syahadha, Preyangka Karunakaran, Thivyah Thiruchelvan, and Harwati Hashim. "Exploring Language Learning Strategies to Enhance ESL Writing: A Quantitative Study of Year 6 Pupils in Sarawak." International Journal of Research and Innovation in Social Science IX, no. V (2025): 6612–26. https://doi.org/10.47772/ijriss.2025.905000510.

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This study explores the language learning strategies (LLSs) used by Year 6 pupils in a suburban primary school in Sarawak to improve their English as a Second Language (ESL) writing. It identifies preferred and underused strategy categories by examining their frequency and variety. Using a quantitative approach, the study adapted Oxford’s Strategy Inventory for Language Learning (SILL) to survey 30 selected pupils, focusing on memory, cognitive, compensation, metacognitive, affective, and social strategies. Findings showed that metacognitive strategies like planning and self-monitoring were mo

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Elaf Riyadh Khalil. "The Effect of Cognitive Strategies on Iraqi EFL College Students’ Writing Anxiety." Journal of the College of Education for Women 33, no. 4 (2022): 27–39. http://dx.doi.org/10.36231/coedw.v33i4.1633.

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Writing in English language demands both mental skills and a suitable level of language proficiency. Some studies showed that writing anxiety has an impact on the acquisition of language learning. This study; however, teaches the cognitive strategies (PLAY & WRITE) as a writing strategy, so as to decrease students’ use of it when experiencing writing anxiety at the academic writing level. The sample has been (100) second-stage Department of English learners at the College of Education (Ibn –Rushd), in the University of Baghdad-Iraq. They have been randomly selected and divided into experim

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Wang, Zehua, and Feifei Han. "Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers." Theory and Practice in Language Studies 7, no. 7 (2017): 523. http://dx.doi.org/10.17507/tpls.0707.04.

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This study investigated metacognitive knowledge and control of writing strategy in English among 65 Chinese EFL learners in two argumentative writing tasks. Metacognitive knowledge was measured using a questionnaire written in simple present tense. Metacognitive control required writers to respond to a questionnaire written in simple past tense immediately following completion of each writing task according to the actual strategy use in the writing tasks. Students were grouped into high- and low-performing EFL writers using one standard error above or below the Mean scores of the writing tasks

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Andriansyah, Andriansyah. "THE CORRELATION BETWEEN TEACHER’S STRATEGIES AND STUDENTS’ WRITING ABILITY." Ar-Raniry, International Journal of Islamic Studies 4, no. 1 (2017): 87. http://dx.doi.org/10.20859/jar.v4i1.127.

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<p>The purpose of this research is to identify a correlation between teacher’s strategy and students’ writing ability. Teachers have to modify their strategies in teaching writing related to their students performances, abilities and backgrounds. The first phase of the project involves a screening interview where we identify students’ difficulties in writing. We also use students’ writing products to validate answers on the screening interview. The final phase involves observations and questionnaires where we use several assessments to confirm the student’s diagnosis and examine the conn

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Han, Chenrong. "The Effectiveness of Application of Writing Strategies in Writing Instruction." Journal of Language Teaching and Research 8, no. 2 (2017): 355. http://dx.doi.org/10.17507/jltr.0802.19.

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Research on writing strategies has been a well-established field in second language writing research and the application of writing strategies in pedagogy has been widely acknowledged to effectively improve the process and product of English composition. This article explores how English as a foreign language learner’s writing strategy use within both traditional cognitive views and sociocultural perspective. While ESL composition research actively investigates writing strategies on English majors in university, less attention has been directed to non-English majors and their composing situati

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Yang, Wen. "Writing Strategies and Writing Proficiency of Chinese Vocational College Students." International Journal of Education and Humanities 9, no. 2 (2023): 27–31. http://dx.doi.org/10.54097/ijeh.v9i2.9516.

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This study intended to examine the level of writing strategies and writing proficiency of students at a vocational college in China. 308 students at a private vocational college in China were selected as respondents. Then, the relationship between writing strategies and writing proficiency was explored by SPSS. The findings indicated that the vocational college students applied the writing strategies at a low level. And they were at relatively low levels of writing proficiency. Also, there was no difference in writing strategies when grouped based on major or language proficiency. However, the

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Alkhawaldeh, Mohammed Ali, and Thaer Bassam Barasneh. "Writing Skill Learning Strategies among Non- Native Arabic Speakers in Jordan." Dirasat: Educational Sciences 50, no. 1 (2023): 438–51. http://dx.doi.org/10.35516/edu.v50i1.4613.

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Objectives: The study sought to determine the most popular writing learning techniques among non-native Arabic speakers in Jordan and whether differences in their use according to factors like gender and academic standing were statistically significant. Methods: The researcher created a scale of thirty items, divided into cognitive, metacognitive, and socio-affective methods, to accomplish the study's objectives. The measure was used with (120) Chinese undergraduate students at Jordanian and Yarmouk universities studying Arabic language and literature. Results: According to the stu

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Ghafarpour, Hajar, and Reza Biria. "Language transferability in a process-based writing course." International Journal of Learning and Teaching 16, no. 3 (2024): 145–56. http://dx.doi.org/10.18844/ijlt.v16i3.9465.

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The writing process is founded principally upon language learners’ decision-making behaviors that are believed to be under the influence of their first language experiences. Hence, the main objectives of this study are to investigate the extent to which activating cognitive processing strategies can improve second-language learners’ writing skills, and to explore whether first-language writing experiences are transferable to second-language writing situations. Therefore, a class of 33 sophomore students, in the Advanced Writing course were selected as participants to the study. Through a Time

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Glogger, Inga, Lars Holzäpfel, Rolf Schwonke, Matthias Nückles, and Alexander Renkl. "Activation of Learning Strategies in Writing Learning Journals." Zeitschrift für Pädagogische Psychologie 23, no. 2 (2009): 95–104. http://dx.doi.org/10.1024/1010-0652.23.2.95.

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Writing learning journals is a method of fostering the application of learning strategies. However, students often do not spontaneously apply many learning strategies in writing learning journals. Prompts can be used to address this deficit. The present study analyzed the effects of prompts with different specificity on the application of learning strategies. High school students from two classrooms (N = 51) wrote learning journals in mathematics in two consecutive weeks. They received cognitive and metacognitive prompts for writing the learning journals. In a within-subjects design, students

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Amalia, Nur Zikri, Lies Amin Lestari, and Syafi'ul Anam. "The Correlation between Students’ Self-Regulated Learning Strategies and their Writing Ability in Argumentative Writing Class." International Journal of Pedagogy and Teacher Education 7, no. 2 (2023): 131. http://dx.doi.org/10.20961/ijpte.v7i2.89318.

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<p><span>This study investigates the use of self-regulated learning strategies by students at a public university in Surabaya and examines the relationship between these strategies and their performance in argumentative writing classes. The sample comprised 57 students of both genders, selected through convenience sampling, and representing various academic years. All participants had previously completed an argumentation class. To achieve the study’s objectives, the Self-Regulated Learning Questionnaire (WSSRLQ) was adapted to meet the specific needs of the study, and students' ar

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Mu, Longfeng. "Computer Simulation and Optimization of Second Language Writing Strategies from the Perspective of Dynamic Systems Theory." Higher Education and Practice 1, no. 5 (2024): 7–12. http://dx.doi.org/10.62381/h241502.

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In response to the growing demand for effective second language (L2) writing strategies, this study aims to explore and optimize L2 writing strategies from a dynamic systems perspective. Utilizing computer simulation, the research investigates the interaction and adaptation of writing strategies in L2 learners. The research method involves the development of a computational model that simulates the writing process of L2 learners. This model captures various writing strategies, such as planning, drafting, revising, and self-monitoring, and analyzes how these strategies evolve over time in respo

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Nadhifah, Siti, Adira Lizaria Khafshoh, and Nunung Suryati. "EFL Learning Strategies of Indonesian University Students for Academic Writing Skills: A Systematic Literature Review." Jurnal Pendidikan Humaniora 11, no. 4 (2023): 262. https://doi.org/10.17977/um011v11i42023p262-277.

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Academic writing is a crucial skill for Indonesian university students, significantly influencing their EFL learning performance. This systematic literature review aims to examine the diverse learning strategies employed by these students to enhance their academic writing skills and reveal the predominant strategy employed by the students. Combining systematic literature review and thematic analysis, this study reveals five categories for academic writing strategies, those are metacognitive, cognitive, social, affective, and compensation strategies. This study highlights a predominant use of m

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Zhu, Wei. "Performing Argumentative Writing in English: Difficulties, Processes, and Strategies." TESL Canada Journal 19, no. 1 (2001): 34. http://dx.doi.org/10.18806/tesl.v19i1.918.

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Argumentative writing constitutes an important part of second-language learners' academic writing experience in North America. This study examined the difficulties a group of Mexican graduate students encountered when engaged in an argumentative writing task as well as their writing processes and strategies. Data were collected from individual interviews with the participants and from participants' written essays. Data analysis indicated that most participants perceived the rhetorical aspects of English argumentative writing as difficult. Data analysis also indicated that participants mainly u

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Et. al., Mrs Manashi Gogoi Dutta,. "Learning Self-regulated L2 WritingUnder a Cognitive Model." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 450–60. http://dx.doi.org/10.17762/turcomat.v12i4.526.

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This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated

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Poorebrahim, Fatemeh, Simin Sattarpour, Hossein Jalalee Nobari, and Assef Khalili. "An investigation into Iranian English learners’ use of cognitive strategies and writing performance across different language backgrounds and proficiency levels." Research and Development in Medical Education 9, no. 1 (2020): 13. http://dx.doi.org/10.34172/rdme.2020.013.

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Background : The significance of strategy use in writing is well established. However, particular strategy types which different learners can use in different contexts provides invaluable insights for the stakeholders. The current study examined the frequency of cognitive strategy use in writing as well as the quality of writing produced by language learners at different levels of proficiency (high or low) and from different language backgrounds (Turkish-Persian or Persian). Methods: For this study, 176 Iranian learners of English were divided into bilingual (n=91) and monolingual (n=85) categ

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Knouzi, Ibtissem. "The Cognitive Processes of ESL Writers Responding to an Integrated Argumentative Writing Task." TESL Canada Journal 40, no. 1 (2024): 61–80. http://dx.doi.org/10.18806/tesl.v40i1/1385.

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Integrated writing tasks, whether used for teaching or assessment, are designed to engage and gauge the actions, skills, and strategies that students need to become efficient writers able to identify, extract and synthesize information from multiple source material in their writing appropriately. Consequently, it is critical to verify that such tasks do engage the cognitive processes and strategies that theory and research indicate are essential elements of successful source use in writing. This study used a mixed methods approach to describe the cognitive processes that ESL learners engage in

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Lakhan, Rafique Ahmed, and Zahid Ali. "Exploring Writing Proficiency and Cognitive Engagement in Second Language Learners: Insights from Diverse Student Approaches." Journal of Social & Organizational Matters 4, no. 3 (2025): 38–47. https://doi.org/10.56976/jsom.v4i3.260.

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This research investigates the complex relationship between writing expertise, cognitive thinking processes, and second language (L2) acquisition across diverse student populations. As globalization intensifies and English becomes a dominant academic and professional lingua franca, understanding how learners develop writing competence in a second language is essential. This study examines students from multilingual backgrounds to explore how their writing strategies, critical thinking abilities, and language proficiencies intersect and influence academic writing performance in English. Data we

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Cohen, Andrew D. "Feedback on Writing." Studies in Second Language Acquisition 13, no. 2 (1991): 133–59. http://dx.doi.org/10.1017/s027226310000992x.

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The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from p

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Patty, Jusak. "What Lies Beneath Writer's Block? Exploring the Dimensions of Writing Anxiety." Journal of Education Method and Learning Strategy 3, no. 02 (2025): 353–65. https://doi.org/10.59653/jemls.v3i02.1707.

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This study examines the three types of writing anxiety—somatic, cognitive, and avoidance—through library research methodology. Writing anxiety represents a significant barrier to effective written communication in educational and professional contexts. The research addresses three main questions: the characteristics and manifestations of each anxiety type, the factors that contribute to their development, and effective coping strategies. Through literature review and analysis of relevant literature published between 2018 and 2024, the study identifies distinct manifestations of each anxiety ty

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Ismail, Syafini, TNRTM Maasum, and Norkhairi Ahmad. "PROBLEM BASED COOPERATIVE LEARNING AND ITS POTENTIAL IN ENHANCING LANGUAGE LEARNERS’ HIGHER ORDER THINKING SKILLS (HOTS)." FRASA : English Education and Literature Journal 3, no. 1 (2022): 50–63. http://dx.doi.org/10.47701/frasa.v3i1.2178.

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This qualitative study investigated the language learning strategies adopted by students whom developed higher order thinking skills (HOTS) via Cooperative Problem- based learning (CPBL) activities in the writing class. The objective of the study is to investigate how language learning strategies in writing lessons adopted by the students develop their higher order thinking skills in the CPBL ESL writing classroom. This study further explored the language learning strategies that students adopted in order to complete writing tasks which require them to exercise their higher order thinking skil

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Cheung Ching Ching, Karen, and Peijie Mao. "Effective strategies for teaching academic writing and literary reading." American Journal of STEM Education 6 (February 17, 2025): 11–31. https://doi.org/10.32674/vp7zzd62.

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Drawing on the experiences and practices of teaching "Literature and Writing" courses at ShanghaiTech University, this paper explores effective ways to integrate academic writing and literary reading in college literature classes to develop students ' high cognitive abilities through a writing-to-learn approach. The study examines STEM students 'perceptions of this approach to teaching academic writing and literary reading. Data was collected through a survey instrument and analyzed using descriptive statistics. The results reveal the reading and writing habits of college students in STEM majo

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Junianti, Rika, Bambang Widi Pratolo, and Arifiana Tri Wulandari. "The Strategies of Learning Writing Used by EFL Learners at a Higher Education Institution." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (2020): 64–73. http://dx.doi.org/10.30605/25409190.131.

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Writing is the process of structuring ideas and sharpening intelligence. The students should understand and think about many things to produce good writing. This research addresses two research objectives: (1) what strategies the students use in learning writing skills, and (2) what problems the students have in learning the writing skill. The subjects of this study are 35 EFL students of English Departments in an Indonesian higher education institution. They were invited to complete a questionnaire of strategies in learning writing skills, and six of them were asked to have an interview about

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Affandi, Akhmad, Muhalim, and Nur Aeni. "To What Extend Are Learning Strategies related to Successful Learners in Writing IELTS in Indonesia." European Journal of Education and Pedagogy 4, no. 1 (2023): 9–14. http://dx.doi.org/10.24018/ejedu.2023.4.1.538.

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Amongst four skills tested in IELTS, writing IELTS is considered to be one of the most challenging language skills to master. It is believed that writing for second language learners is arguably the strenuous skill to be used in attaining communicative competence. Therefore, discussing learning strategies and good language learners related to IELTS task 2 using four IELTS assessment criteria is still interesting. Considering the significances of all strategies classification, it can be justified those strategies could be very helpful in Writing IELTS Task 2. Particularly, writing IELTS would b

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Kanwal, Afia. "Exploring the Impact of ChatGPT on Psychological Factors in Learning English Writing among Undergraduate Students." World Journal of English Language 15, no. 3 (2025): 404. https://doi.org/10.5430/wjel.v15n3p404.

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The integration of artificial intelligence (AI) in education raises questions about its psychological impact on language learning, particularly for English writing. Previous studies have shown that ChatGPT positively affects learners' writing, but few studies have explored how ChatGPT impacts psychological factors in learning English writing.To address the gap,this exploratory study aimed to assess how ChatGPT influences psychological factors (cognition, emotions, motivation, attitudes and beliefs, psychological resilience, stress, and coping mechanisms) in learning English writing.The study e

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Afdalia, Tiara, Akhmad Ali Mirza, and Hesty Widiastuty. "An Analysis of Students’ Writing Anxiety and Strategies Used in Writing English Journal Article." JELITA 4, no. 2 (2023): 55–67. https://doi.org/10.56185/jelita.v4i2.185.

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Writing is one of the productive skills that English learners must possess in a foreign language. Writing anxiety in compiling and arranging words can occur to students, especially writing journal articles. This study examined (i) the most dominant types of students’ writing anxiety, and (ii) the strategies used to overcome their anxiety in writing English journal articles. The participants in this study were 40 students of the English Education study program at IAIN Palangka Raya who had written English journal articles. This study used mixed-methods sequential explanatory approach. The findi

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Nugraheni, Dyah Ayu. "Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 10, no. 2 (2023): 251. http://dx.doi.org/10.33394/jo-elt.v10i2.9452.

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Concerning the various responses of students’ anxiety on writing throughout the years, this sequential explanatory study aims to deeply explore the students’ writing anxiety and their reasons and strategies how to deal with it. The adapted questionnaire of Second Language Writing Anxiety Inventory and semi-structured interview were applied to examine students’ writing anxiety. Twenty five fourth semester students were sampled purposively, then they volunteered in the questionnaire and five of them were invited in the interview. The investigations revealed that among all types of anxiety, the s

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Sultan, Sameera. "Exploring the Correlation between Pakistani Undergraduate Students’ Writing Strategies and Writing Anxiety." Journal of Arts and Linguistics Studies 3, no. 1 (2025): 495–520. https://doi.org/10.71281/jals.v3i1.228.

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This study investigated the most used writing strategies and the most prevalent writing anxiety among the undergraduate students at a private university in Karachi. The study also examined the correlation between writing strategies and writing anxiety. The students belonging to a private university participated in the study. A survey was conducted for data collection. The English Writing Strategies Inventory (EWSI) and the Second Language Writing Anxiety Inventory (SLWAI) were administered to the students. Descriptive statistics and Pearson correlation tests were run for data analysis. Accordi

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Kusumo, Galih, Dawud Dawud, Sumadi Sumadi, and Imam Agus Basuki. "COGNITIVE STRATEGIES FOR CRITICAL THINKING IN HIGH SCHOOL STUDENTS' ARGUMENTATIVE WRITING." LLT Journal: A Journal on Language and Language Teaching 28, no. 1 (2025): 438–59. https://doi.org/10.24071/llt.v28i1.9463.

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This study aimed to examine the cognitive strategies of critical thinking in high school students' argumentative writing. Despite extensive research on critical thinking and argumentative writing, there is a lack of in-depth analysis of the specific cognitive strategies employed by high school students in their argumentative essays. Using a case study approach, data from 120 students at SMAN 2 Wonosari were collected through document analysis. Four findings related to the cognitive strategy of critical thinking were obtained in this study. (1) Interpretation is realised through the author's po

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Ashraf, Samina, Musarrat Jahan, Saamia Aqib, and Rabia Bahoo. "Improvement of Writing Skills Among Students With Hearing Impairment Using the Cognitive Model: An Experimental Study." Review of Applied Management and Social Sciences 4, no. 3 (2021): 641–50. http://dx.doi.org/10.47067/ramss.v4i3.169.

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Being a vital aspect of literacy, writing skills have great importance in the academics of students with hearing impairment. Improvement in writing skills is one of the prominent purposes of school education. Limitations in hearing impact the writing skills of students with hearing impairment (SWHI) in addition to reading skills. The present study was designed to highlight the writing problems of SWHI and to improve their creative writing skills using a cognitive model of teaching writing skills proposed by Flower and Hayes. The true experimental research design was used to see the impact of c

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Al-Othman, Amal Abdul-Aziz Mohammed. "EFL Students Develop Cognitive and Metacognitive Self-Regulated Writing Strategies Using Automated Feedback: A Case Study." Theory and Practice in Language Studies 14, no. 5 (2024): 1525–36. http://dx.doi.org/10.17507/tpls.1405.26.

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This study investigated the impacts of automated feedback on EFL students’ development of cognitive and metacognitive self-regulated writing strategies, using ProWritingAid online tool. Data were collected from students enrolled in level one writing course at the College of Languages and Translation, Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. The results indicated significant impacts of automated feedback on students' self-regulated writing strategies, reflected in an overall mean score of (3.75 ± 0.69).Findings after using automated feedback showed participants’

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