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Relevant bibliographies by topics / Learning strategies of writing

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Academic literature on the topic 'Learning strategies of writing'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Learning strategies of writing"

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Lumpkin, Angela. "Strategies for Learning Through Writing." Kappa Delta Pi Record 50, no. 3 (2014): 130–34. http://dx.doi.org/10.1080/00228958.2014.931151.

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Jackson, M. W. "Writing as Learning: Reflections on Developing Students’ Writing Strategies." Higher Education Research & Development 10, no. 1 (1991): 41–52. http://dx.doi.org/10.1080/0729436910100104.

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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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Sultan, Muhammad Randy, Nur Qalbi, and Syamsiarna Nappu. "Project-Based Learning in Creative Writing: Teachers' Strategies and Encountered Obstacles." VELES (Voices of English Language Education Society) 7, no. 2 (2023): 374–84. http://dx.doi.org/10.29408/veles.v7i2.21419.

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Project-Based Learning (PjBL) emerges as a pivotal approach in modern pedagogy. This research delves into how English teachers at the eleventh-grade level in SMA Dunia Harapan Makassar integrate PjBL in their creative writing curriculum, the challenges faced during this implementation, and its impact on students' writing outcomes. Utilizing a mixed-method approach, data was sourced from observation checklists, teacher interviews, and students' creative writing samples. Findings revealed both participating teachers proficiently applied PjBL syntaxes and began instruction by discussing linguisti

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Oktoma, Erwin, Zainal Rafli, and Aceng Rahmat. "Metacognitive learning strategies in argumentative writing skills." English Review: Journal of English Education 9, no. 1 (2020): 183–92. http://dx.doi.org/10.25134/erjee.v9i1.3795.

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This study aims to determine the effect of metacognitive learning strategies on students' argumentative writing skills. This research was conducted on third semester students of the English education study program, Faculty of Teacher Training and Education, Universitas Kuningan. A quantitative approach was chosen with an experimental data collection technique tests as a used method, namely: (1) Test of argumentative writing skills. This study examines the effect of metacognitive learning strategies on students' argumentative writing skills. The learning strategies used are metacognitive learni

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Kim, Eunjeong. "A Study on Literacy Education Using Constructivism Strategy: Focusing on Writing a Claim and Persuasive Speech." Korean Society of Culture and Convergence 45, no. 6 (2023): 503–15. http://dx.doi.org/10.33645/cnc.2023.06.45.06.503.

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The purpose of this paper is to discuss effective literacy education methods through assertive writing and persuasive speech performance using constructivist strategies. To this end, speech learning after writing was designed based on the understanding of constructivism. The learning components are pre-teaching activities, learning guidance, learner-led learning, and assessment. According to the course, learning objectives, learner analysis, learning content mini-lecture, feedback, writing, presentation, teacher evaluation, and peer evaluation were planned. The learners performed solution-type

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Sari, Ratih Novita, Atik Umamah, Merliyani Putri Anggraini, M. Affandi Arianto, Kurniasih Kurniasih, and Nur Mukminatien. "Exploring self-regulated writing strategies: A comparison between paragraphs and essays." Studies in English Language and Education 10, no. 2 (2023): 805–21. http://dx.doi.org/10.24815/siele.v10i2.26146.

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Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descripti

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Azevedo, Nilton Carlos do Nascimento. "READING AND WRITING STRATEGIES." RCMOS - Revista Científica Multidisciplinar O Saber 1, no. 5 (2024): 188–97. http://dx.doi.org/10.51473/rcmos.v1i5.2021.108.

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The present work has as objectives: to know several teaching strategies referring to the theory and practice of reading and writing in the classroom, as well as researching books, several subjects that address the theme of reading and writing, studying subjects focused on the practice of reading in the classroom and researching scientific papers on subjects related to the various existing strategies to develop writing. To carry out the present work, it was necessary to use bibliographic and qualitative research as methodological support, and the bibliographic research was explored through dive

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Roslaini and Inka Dwiyanti. "EFL STUDENTS’ METACOGNITIVE LEARNING STRATEGIES IN ESSAY WRITING." ELLTER Journal 4, no. 2 (2023): 162–73. http://dx.doi.org/10.22236/ellter.v4i2.12308.

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This study focused on the metacognitive learning strategies of EFL students related to their activities in writing an essay. This study aimed to know to what extent EFL students used metacognitive learning strategies and how they used them in writing essays. The data were collected using questionnaires and interviews. Fifty students from English Education Department filled in the questionnaire and nine students were taken to participate in the interview. All of the participants had taken Essay Writing from the previous semester. After analysing the questionnaires, the findings indicated that i

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Kalapala, Dr Kiran Kumar, Dr Sobhana Nandyal Panduranga, and Mukhtar Babiker Ali Juma. "METACOGNITIVE STRATEGIES IN WRITING." International Journal of Language, Linguistics, Literature and Culture 03, no. 03 (2024): 33–70. http://dx.doi.org/10.59009/ijlllc.2024.0072.

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Metacognition is, thinking about one’s thinking. It refers to the processes used to plan, monitor, and assess one’s understanding and performance. It includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and a learner. It also includes knowledge about when and how to use particular strategies for learning or problem-solving. The two components of metacognition are: (1) knowledge about cognition and (2) regulation of cognition. Metacognition encompasses the study of memory-monitoring and self-regulation, metareasoning, consciousness/awareness and autonoetic

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Dissertations / Theses on the topic "Learning strategies of writing"

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Marks, Lori J. "Learning Strategies for Reading, Writing, and Content Areas." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3574.

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Hudson, Tina M., and Lori J. Marks. "Adapting Writing Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3579.

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Wilder, Nancy Lee 1960. "Pre-writing strategies of three students with learning disabilities in a process writing program." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278084.

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This study examines the pre-writing strategies and behaviors of three fifth grade students diagnosed as having learning disabilities as they participate in a process writing program which embeds elements of strategy intervention in a holistic environment. Five questions are posed, four of which relate to planning strategies, their effects on rough drafts, and whether or not either change over the course of one school year. The fifth question addresses change measured by standardized assessment. The Test of Written Language (Hammill & Larsen, 1983), a controlled writing sample, a concept interv

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Jasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.

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Du, Bose Howard Coleman Mary Ruth. "Pilot study teaching writing strategies to students with learning disabilities /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,933.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education." Discipline: Education; Department/School: Education.

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Kelley, Bruce C. "Part writing, error detection, and writing-to learn : three strategies for learning music theory constructs /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250704843.

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Lee, Eun-Jo. "Exploring L2 Writing Strategies from a Socio-cognitive Perspective: Mediated Actions, Goals, and Setting in L2 Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306898143.

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Kokroko, Joseph E. "Oral and writing strategies in French second language learning: An action research study." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279874.

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Despite the extensive research conducted on second language (L2) learning over the years, there is no emerging distinct choice of L2 learning approach or strategy that single-handedly facilitates beginning second language learning. Research that seek to find out how beginning L2 learning is best facilitated could make language learning more effective and help retain students who drop-out. This investigation was undertaken as an action research study. It sought to investigate which L2 learning strategy, oral or writing, is a better introduction of French as a L2. Participants involved in the st

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Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured usin

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Landström, Therése. "Kognitiva respektive kroppsliga strategier vid handskrivning hos elever i årskurs 1 och 2." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74839.

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Syftet med studien är att genom en kvalitativ metod bidra till befintlig forskning om olika strategier som elever i årskurs 1 och 2 använder sig av vid handskrivning. I studien använder jag mig av individuella intervjuer med både lärare och elever, samt observationer av elever när de skriver med penna. Fenomenografi har använts som metod vid databearbetningen. Genom en kvalitativ metod och ”embodied cognition” som teoretisk utgångspunkt får jag både höra vilka strategier eleverna beskriver att de använder sig av, men även se vilka kroppsliga rörelser och strategier de uppvisar. Det framkommer

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Books on the topic "Learning strategies of writing"

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McWhorter, Kathleen T. Successful college writing: Skills, strategies, learning styles. 4th ed. Bedford/St.Martins, 2009.

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McWhorter, Kathleen T. Successful college writing: Skills, strategies, learning styles. 4th ed. Bedford/St. Martins, 2008.

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McWhorter, Kathleen T. Successful college writing: Skills, strategies, learning styles. 4th ed. Bedford/St. Martins, 2008.

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McWhorter, Kathleen T. Successful college writing: Skills, strategies, learning styles. Bedford/St. Martin's, 2000.

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Educational Resources Information Center (U.S.), ed. Achieving high quality reading and writing in an urban middle school: The case of Gail Slatko. National Research Center on English Learning & Achievement, University at Albany, State University of N.Y., 2000.

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Seng, Tan Oon, Mary Ellis, and Anitha Devi Pillai. Project Work: Exploring Processes, Practices and Strategies. Pearson Prentice Hall South Asia Pte. Ltd., 2009.

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Service, Educational Testing, ed. LearningPlus: An innovative instructional handbook for building writing skills ; self-paced learning of skills and strategies. Educational Testing Service, 1994.

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Corby, Crane Christine, ed. Reading, writing, and inquiry in the science classroom, grades 6-12: Strategies to improve content learning. Corwin Press, 2008.

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Service, Educational Testing. LearningPlus: An innovative instructional handbook for building reading skills ; self-paced learning of skills and strategies. Educational Testing Service, 1994.

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Robinson, Violet B. Emergent literacy in kindergarten: A review of the research and related suggested activities and learning strategies. California Kindergarten Association, 2000.

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Book chapters on the topic "Learning strategies of writing"

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Biggs, John. "Approaches to Learning and to Essay Writing." In Learning Strategies and Learning Styles. Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_8.

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Hicks, Jennifer. "Learning About Student Writing Strategies." In The Teaching Portfolio. Routledge, 2023. http://dx.doi.org/10.4324/9781003448136-12.

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Teng, Lin Sophie. "Self-Regulated Learning and Language Learning Strategies." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_2.

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Teng, Lin Sophie. "Self-Regulated Learning Strategies in Writing." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_3.

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Hand, Brian, Vaughan Prain, and Carolyn S. Wallace. "Teachers’ Perceptions of Writing to Learn Strategies." In Writing and Learning in the Science Classroom. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2018-6_8.

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Baldwin, Patrice. "Using the strategies to support and improve writing." In 40+ ‘Drama’ Strategies to Deepen Whole Class Learning. Routledge, 2024. http://dx.doi.org/10.4324/9781003343080-4.

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Wette, Rosemary. "Teachers' perspectives on source-based writing challenges and skill development strategies." In Teaching and Learning Source-Based Writing. Routledge, 2023. http://dx.doi.org/10.4324/9781003283485-5.

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Teng, Lin Sophie. "Exploring the Nexus of SRL Strategies and Individual Differences." In Self-regulated Learning and Second Language Writing. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99520-1_6.

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Bloom, Melanie. "Chapter 6: Second Language Composition in Independent Settings: Supporting the Writing Process with Cognitive Strategies." In Language Learning Strategies in Independent Settings, edited by Stella Hurd and Tim Lewis. Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690999-008.

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Du, Qian, and Ying Liu. "Understanding novice L2 writers' reasoning and decision-making strategies for source-based writing." In Teaching and Learning Source-Based Writing. Routledge, 2023. http://dx.doi.org/10.4324/9781003283485-3.

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Conference papers on the topic "Learning strategies of writing"

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Gilabert-Sansalvador, Laura, and Riccardo Montuori. "FEEDBACK STRATEGIES TO FOSTER SELF-REGULATED LEARNING IN ACADEMIC WRITING." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1091.

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Atherton, Pete. "CAN AN AI CREATIVE WRITING COACH HELP THE CREATIVE WRITING PROCESS?" In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0288.

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Nazmieva, Elmira, and Olga Danilova. "STRATEGIES FOR TEACHING WRITING IN A FOREIGN LANGUAGE AT UNIVERSITY." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.0157.

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"STUDENT PERCEPTIONS OF AI-POWERED WRITING TOOLS: TOWARDS INDIVIDUALIZED TEACHING STRATEGIES." In 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/celda2022_202207l010.

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Mpiti, Thandiswa, and Munienge Mbodila. "TEACHING STRATEGIES IN WRITING ENGLISH FIRST ADDITIONAL LANGUAGE BY ISIXHOSA BACKGROUND LEARNERS FROM RURAL PRIMARY SCHOOLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0093.

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MurrellJones, Matasha, and Imani Akin. "Bridging Theory and Application in Academic Writing: Strategies to Enhance Critical Thinking and Real-World Integration in Higher Education [Abstract]." In InSITE 2025: Informing Science + IT Education Conferences: Hiroshima. Informing Science Institute, 2025. https://doi.org/10.28945/5574.

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Aim/Purpose The purpose is to examine existing practices through an applied application lens as it relates to understanding theory and application in academic writing, and to identify best practices for developing academic skills to bridge the gap between theory and application in higher education. The problem is students struggle to produce work demonstrating critical thinking and analysis to align with course concepts and real-world application. Background The study underscores the importance of integrating explicit instruction on writing into the curriculum. Methodology Qualitative research

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Dou, W. N. "Study on Learning Strategies of College English Writing Based on Online Automatic Evaluation System." In 2021 9th International Conference on Information and Education Technology (ICIET). IEEE, 2021. http://dx.doi.org/10.1109/iciet51873.2021.9419645.

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Lai, Siao-Cing, and Yu-Fen Yang. "Alleviating college students’ writing anxiety through online collaboration to improve story writing." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-18.

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College students who learn English as a Foreign Language (EFL) mostly perceive foreign language writing anxiety (FLWA) which is a detrimental factor influencing their writing outcomes. Little research, however, has focused on how instruction integrated with socio-digital technology can be designed to effectively reduce EFL college students’ FLWA and enhance their story writing. Consequently, this study aimed to investigate the effects of online collaborative learning on EFL college students’ FLWA and story writing performance. A total of 68 EFL college students participated in this study, with

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BUREA, Svetlana. "Implementing creative writing skills in the English classroom." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p204-208.

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This research paper investigates the use of different writing approaches in English as a Foreign Language classroom activity. Specifically, the paper explores freewriting, controlled written activities, and guided written activities, and their potential to enhance writing skills, language proficiency, and soft skills, depending on the objectives and needs of the students. Additionally, the paper suggests strategies and techniques to encourage creativity and enjoyment in writing activities. A focus is put on the development of creative writing that is seen as a booster of skills. The study find

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Malureanu, Flavia, and Luiza Enachivasluianu. "STRATEGIES OF SUPPORTING STUDENTS' INTERACTION IN ONLINE LEARNING." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-027.

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Online learning is important in the process of acquiring information, but it also must be relevant in the process of socializing. Online learning gives students the opportunity to share and acquire knowledge through active cooperation. Even online, one must remember that cooperation through communication and exchange of ideas is an important part of the learning process. Online, students process the information individually or cooperatively through various strategies. Taking into consideration that online interaction is equally important as academic knowledge acquirement, our present study aim

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Reports on the topic "Learning strategies of writing"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide

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bin Ahsan, Wahid, Md Tanvir Hasan, Danilson Placid Purification, Nilim Ahsan, Naima Haque Numa, and Mostain Billa Tusar. Challenges and Opportunities in Bangladesh’s Content Writing Industry: A Qualitative Exploration. Userhub, 2023. http://dx.doi.org/10.58947/ghkp-lxdn.

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This research provides a qualitative, in-depth exploration of the content writing industry in Bangladesh, identifying prevalent trends, challenges, and growth potential. The study utilizes data from 44 participants, which include content writers and clients with diverse levels of industry experience, collected via online surveys and detailed interviews. Key findings suggest that while the industry is marked by a high demand for unique, engaging, and SEO-optimized content, issues pertaining to AI’s role, market saturation, and remuneration concerns persist. Despite these challenges, strategies

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Guo, Libo, and Ruihua Zhang. Building a Singapore learner corpus of English writing for pedagogy. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28997.

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This project seeks to (1) build a learner corpus of English writing by collecting sample language data at Primary 6, Secondary 4, and Junior College 2 levels; (2) generate linguistic profiles for these stages and analyze/compare lexical, grammatical and discoursal features across these stages to track the development of English writing; (3) inform the learning, teaching and curriculum design of English writing; and (4) contribute to the theorization on the nature of writing development (Christie & Derewianka, 2008). It attempts to answer the following research questions: 1. What are the le

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Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

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The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The acti

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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not

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Lee, JuYoung, and Jihyeong Son. Importance of Exploratory Writing in Critical Thinking and Learning. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-81.

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Mutter, S. Learning Strategies-A Selected Bibliography. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada160010.

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Lansman, Marcy. Organize First or Write First? A Comparison of Alternative Writing Strategies. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada242050.

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Mehta, Samir, and Holly Downs. Six strategies for digital learning success. Center for Creative Leadership, 2019. http://dx.doi.org/10.35613/ccl.2019.1048.

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Lintern, Gavan. The Learning Strategies Program: Concluding Remarks. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada226016.

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