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Journal articles on the topic 'Learning strategies of writing'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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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Suparto, Noor Fatirul Achmad, and Adi Walujo Djoko. "The Influence of Problem Based Learning, Expository and Learning Motivation Learning Strategies on the Learning Outcomes of Writing News Texts of Class XI Students of SMK PGRI 1 Gresik." International Journal of Social Science and Human Research 07, no. 12 (2024): 9184–97. https://doi.org/10.5281/zenodo.14531168.

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This study aims to find the effect on student learning outcomes between the application of Problem Based Learning learning strategies vs expository learning strategies, find the flow of students who have high learning motivation and low motivation towards student learning outcomes and want to know the interaction between learning strategies and student learning motivation towards student learning outcomes on the material of writing news texts for class XI students at SMK PGRI Gresik. From the results of the research conducted, the conclusions obtained are that: (1) students who are treated wit

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Haththotuwa Gamage, Gayathri. "Perceptions of kanji learning strategies." Australian Review of Applied Linguistics 26, no. 2 (2003): 17–30. http://dx.doi.org/10.1075/aral.26.2.02gam.

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This study investigates three important issues in kanji learning strategies; namely, strategy use, effectiveness of strategy and orthographic background. A questionnaire on kanji learning strategy use and perceived effectiveness was administered to 116 beginner level, undergraduate students of Japanese from alphabetic and character backgrounds in Australia. Both descriptive and statistical analyses of the questionnaire responses revealed that the strategies used most often are the most helpful. Repeated writing was reported as the most used strategy type although alphabetic background learners

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Dong, Jiafei. "Research on Strategies of English Writing from the Perspective of Gagne’s Information Processing Learning Theory." International Journal of Languages, Literature and Linguistics 10, no. 4 (2024): 355–58. http://dx.doi.org/10.18178/ijlll.2024.10.4.542.

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The purpose of this paper is to investigate the usage of writing strategies among college English majors from the perspective of Gagne’s Information Processing Learning Theory. Based upon the feedback of questionnaires, this study shows that English majors master only a few writing strategies and they are weak in applying them. Therefore, this thesis gives suggestions on the corresponding writing strategies based on the theory of Gagne, which can help to improve English majors’ writing efficiency and cultivate the awareness of utilizing strategies.

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Hapsari, Astri. "EFL Students’ Writing Self-Efficacy and Writing Self-Regulated Strategies in Undergraduate Thesis Writing." Linguistics and ELT Journal 12, no. 2 (2025): 245. https://doi.org/10.31764/leltj.v12i2.26663.

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This study attempts to map undergraduate students’ writing self-efficacy and writing self-regulated learning strategies in the process of writing their undergraduate thesis. This survey study was conducted in Thesis Proposal Writing coursework in a private university in academic year 2022/2023. Eighty-six students agreed to participate in this study by filling out a questionnaire, and eight students were interviewed to obtain more information about their responses to the questionnaire. The findings indicate that the students’ writing self-efficacy were categorized into medium (M=4,7872, SD=1,1

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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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Hwang, Soonhee. "Unpacking the Impact of Writing Feedback Perception on Self-Regulated Writing Ability: The Role of Writing Self-Efficacy and Self-Regulated Learning Strategies." Behavioral Sciences 15, no. 2 (2025): 100. https://doi.org/10.3390/bs15020100.

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Writing is a goal-oriented cognitive activity that requires metacognition and is essential for learners across all academic levels. However, many students struggle with writing skills, which can negatively affect their academic success and future opportunities. This study aimed to analyze factors influencing undergraduates’ writing achievement and to explore the relationships among writing feedback perception, writing self-efficacy, self-regulated learning strategies, and self-regulated writing ability. The study was conducted in two parts: Phase 1 examined the factors affecting the writing ac

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Ismiati, Ismiati, and Erlin Pebriantika. "DESIGNING STRATEGIES FOR UNIVERSITY STUDENTS’ WRITING SKILL." Journal of Languages and Language Teaching 8, no. 1 (2020): 8. http://dx.doi.org/10.33394/jollt.v8i1.2210.

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In the process of teaching and learning English writing skill, some strategies which are considered appropriate for a certain group of learners, may not suitable for other groups as each group has its own problems and needs in writing. Therefore, teaching learning strategies for English writing requires to be continuously developed. This study aims to design strategies based on the students’ writing needs and problems as the development of the previous common implemented strategies in writing course classes at English Study Program of Cordova University, West Sumbawa Regency. The research subj

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Mohammed, Suha Idress. "Suggested Strategies for Writing Narrative Essay." International Journal of Linguistics, Literature and Translation 4, no. 12 (2021): 30–39. http://dx.doi.org/10.32996/ijllt.2021.4.12.4.

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Learning strategies are many, varied, and very important, especially when it comes to expressing and narrating events. Learning to write a narrative essay in the second language is essential, and writing articles by following special strategies develops the second language for the learner and opens new horizons for him in the field of language learning. Using methods and strategies while teaching pupils makes students more intelligent and aware and not make mistakes that they may make while writing articles or narrating on any topic. The study aims at helping students to start writing and ulti

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Pongsukvajchakul, Patsara. "Language Learning Strategies Used in English Writing by Thai Undergraduate Students." Shanlax International Journal of Education 9, no. 2 (2021): 54–59. http://dx.doi.org/10.34293/education.v9i2.3626.

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This research investigated language learning strategies used in English writing by 100 Thai undergraduate students. It analyzed differences in the use of language learning strategies in English writing in the second semester of the 2019 academic year at Kasetsart University in Chonburi, Thailand. The research instrument was a 50-item questionnaire adapted from Oxford’s strategy inventory for language learning (SILL). Data on language learning strategies used in English writing were examined using descriptive statistics (mean, frequency, percentage and standard deviation). Differences in the us

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Sofiatin, Sofiatin, and Rina Nuryani. "Interactive Learning Strategies for Writing News Writing Skills Using WhatsApp Groups." Journal of Education and Teaching (JET) 4, no. 2 (2023): 162–76. http://dx.doi.org/10.51454/jet.v4i2.226.

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With an average class grade of 86.9 prior to the Covid-19 epidemic, Journalistic Course Studying Achievements (CPMK) by learning news writing techniques was quite ideal. During a pandemic, the course manager expects that CPMK Journalism will continue to function at its best. As a result, academics are working on it and lecturers are putting interactive learning techniques for news writing skills into use via the WhatsApp Group. The one-group, pretest-posttest design of this study combined a descriptive quantitative technique with a pre-experimental design method. This study used interactive le

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Zeleke, Arficho Ayele. "The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students." International Journal of English Language and Translation Studies 02, no. 03 (2014): 113–27. https://doi.org/10.5281/zenodo.15958.

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This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean s

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Manurung, Ria Maya Lestari, Destia Dwi Mulyani, and Magdalena. "THE CORRELATION AMONG WRITING INTEREST, LANGUAGE LEARNING STRATEGIES, AND PARAGRAPH WRITING ACHIEVEMENT." Esteem Journal of English Education Study Programme 8, no. 1 (2024): 331–40. https://doi.org/10.31851/esteem.v8i1.17179.

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This research aims to determine the existence of a substantial association between language learning methodologies, writing interest, and paragraph writing achievement. The employed methodology was descriptive, and the design was correlational in nature. Forty-one students from STKIP Muhammadiyah Pagaralam were selected as the samples for this research. Two types of surveys and a paragraph writing achievement exam were conducted to gather the data. The research findings indicated that (a) a significant correlation existed between language learning strategies and paragraph writing achievement,

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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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Dhillon, Bobby Pramjith Singh, Bachrudin Musthafa, and Yanti Wirza. "ENHANCING EFL STUDENTS’ RECOUNT TEXTS BY EMPLOYING METACOGNITIVE LEARNING STRATEGIES (MLS)." English Review: Journal of English Education 12, no. 1 (2024): 63–74. http://dx.doi.org/10.25134/erjee.v12i1.9206.

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Although writing in English is challenging for non-native students, metacognitive learning strategies could be the solution. Therefore, this paper aims to examine and describe if students' metacognitive learning strategies and writing abilities are positively and significantly correlated during the second semester at Nommensen University in Pematangiantar, Indonesia. The text was analyzed using a correlation study with 25 writing II students. In this study, two different kinds of variables were used. The first is the independent variable—the students' metacognitive learning strategies—and the

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Hamliyah, Hamliyah. "LEARNING STYLES AND LEARNING STRATEGIES IN LEARNING ENGLISH USED BY NON-ENGLISH STUDENTS." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 3 (2023): 419–27. http://dx.doi.org/10.55681/nusra.v4i3.1212.

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Non-English students of Nursing and Economics need to learn English effectively by using appropriate learning strategies that reflect their learning styles in which to achieve their learning goals. This study investigated learning styles and learning strategies in learning used by non-English students. An explanatory mixed-methods design was used involving both quantitative and qualitative data. The findings revealed that out of listening, speaking, and writing strategies, there was a statistical difference (p> 0.05) in the language learning strategies used in reading by different sensory l

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Yang, Minyoung. "Exploring Photographic Writing about Korean Mothers’ Educational Strategies." Asian Qualitative Inquiry Association 1, no. 2 (2022): 85–99. http://dx.doi.org/10.56428/aqij.2022.1.2.85.

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Photography has been continuously attempted as a research tool in social science research. Photo-based qualitative research continues to this day while branching out into various methods such as the visual methodology (Rose, 2016), photovoice (Wang, 1999), and photo essay (Quinn et al., 2006). The purpose of this study is to present a case of reconstructing the research results presented in the existing text as photo-based qualitative research. The subject of the study is 'A Qualitative Case Study on the Educational Practice of Mothers for Their Children's Academic Success: Korean Bear Moms,'

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Lee, Naekwan. "Rubric based on Teaching-Learning content of College practical writing." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 23 (2024): 898–919. https://doi.org/10.22251/jlcci.2024.24.23.898.

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Objectives The purpose of this study is to examine the rubrics according to the teaching-learning content of college practical writing. Most writings have teaching methods and evaluation criteria according to each genre. Therefore, this paper aims to present various teaching-learning strategies and evaluation criteria for practical writing. Methods As a prospective member of society, I focused on the content of the textbook used in the <Practical Writing> course at G University, which aims to cultivate writing skills. Furthermore, I presented a rubric for the writing through learning act

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Duan, Yitong. "Strategies for Motivating Senior High School Students to Learn English Writing." Journal of Education, Humanities and Social Sciences 2 (July 13, 2022): 332–36. http://dx.doi.org/10.54097/ehss.v2i.828.

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English writing is gaining more attention in all stages of English teaching. However, teaching in Chinese senior high school is not satisfactory, and consequently, students are bored of learning. Hence, this study aims to explore what factors repress high school students from learning English writing. Motivation is the key to success in English learning. Therefore, inspiring students’ learning motivation is of great importance in guiding English writing teaching. This study first discusses the meaning and types of motivation, analyzes the role of motivation in English writing learning, and pro

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Goyibova, Nigora Murod qizi. "PEDAGOGICAL STRATEGIES FOR DIFFERENTIATED WRITING INSTRUCTION: ENHANCING STUDENT LEARNING." Innovative Development in Educational Activities 3, no. 7 (2024): 184–87. https://doi.org/10.5281/zenodo.11095811.

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<em>This article explores the evolving significance of writing in foreign language education, emphasizing its role in communication and language skill development. It discusses the challenges of teaching writing effectively and proposes a differentiated approach to address diverse student needs. Drawing from linguistic and educational theories, the text delineates the concept of differentiation and its application in tailoring instruction to individual learners. Highlighting the importance of coherence, grammar, spelling, and language register in writing, it suggests six strategies for effecti

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Hisyam Akbar, Faiz, and Peptia Asrining Tyas. "Students’ Predominant Learning Style in EFL Writing Class." Education of English as a Foreign Language Journal 5, no. 1 (2022): 28–34. http://dx.doi.org/10.21776/ub.educafl.2022.005.01.04.

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Many studies had examined writing strategies in ESL context. However, very few studies examined writing strategies by university students within foreign language learning contexts in Indonesia. Considering that reason, the researcher conducts a survey in EFL context focusing on writing strategies mostly used by 126 students enrolled in essay writing class. This study was conducted by using quantitative method, survey design, and English Writing Strategies Inventory (EWSI) questionnaire as the instruments. The result of this study shows that the predominant learning style of the students are de

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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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Najah Athirah, Khairun Nisa Simanjuntak, Ramadhan Solin, Miftahul Jannah, Nisa Febrianti, and Siti Irna Fadhillah. "The Teachers' Strategies for Planning Effective English Writing Learning." Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris 3, no. 1 (2025): 308–15. https://doi.org/10.61132/sintaksis.v3i1.1459.

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Writing in English is an important skill for students to acquire, yet many students experience difficulties. This study aims to identify the strategies teachers use in planning English writing lessons and understand the barriers faced during planning. Using a qualitative case study approach, data was collected through observation, interviews with teachers, and document analysis. The results showed that using a scientific approach and visual aids, such as graphs, was very effective in teaching writing. However, teachers face challenges in adjusting materials to students' diverse abilities such

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Lee, Nae-kwan. "Academic Writing Teaching-learning Strategies Using Discussion Topics." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 20 (2021): 271–87. http://dx.doi.org/10.22251/jlcci.2021.21.20.271.

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Baker, William, and Kamonpan Boonkit. "Learning Strategies in Reading and Writing: EAP Contexts." RELC Journal 35, no. 3 (2004): 299–328. http://dx.doi.org/10.1177/0033688205052143.

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Yulianti, Dwiana Binti. "Learning strategies applied by the students in writing English text." Journal on English as a Foreign Language 8, no. 1 (2018): 19. http://dx.doi.org/10.23971/jefl.v8i1.583.

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<p>This study is aimed at verifying the finding of a study on what learning strategies applied by the students in writing text and the impact of learning strategies toward the students’ writing score. This is a qualitative descriptive study, and it is conducted at Communication Science Department of the Muhammadiyah University of Ponorogo. The instruments used to collect the data were observation, documentations, and questionnaire. After analyzing the data, it is found that the learning strategies used by the students in writing English text are metacognitive strategies, compensation str

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Maharani, Suci, Endang Fauziati, and Slamet Supriyadi. "An Investigation of Writing Strategies Used by the Students on the Perspective Language Proficiency and Gender." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (2018): 185. http://dx.doi.org/10.18415/ijmmu.v5i5.364.

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This study was aimed at describing the types of writing strategy used by students on the perspective language proficiency and gender, and the factors underlying the choice of writing strategies of the students at English department in one of university in Indonesia. This research was a qualitative study. The subject of the study was fourth students at English department on the undergraduate program which grouped into male, female, poor writing, and good writing. The methods of collecting data were observation, interview, and questionnaire. Based on the research finding, the type of writing str

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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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Wasilatul, Murtafiah, Nindi Wardani Yulia, Darmadi Darmadi, and Adi Widodo Sri. "Profile of open-start problem-solving with context Sarangan Lake viewed students' learning styles in junior high school." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 448–61. https://doi.org/10.11591/edulearn.v18i2.21051.

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This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing

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Kieft, Marleen, Gert Rijlaarsdam, and Huub van den Bergh. "Writing as a learning tool: Testing the role of students’ writing strategies." European Journal of Psychology of Education 21, no. 1 (2006): 17–34. http://dx.doi.org/10.1007/bf03173567.

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Ukka, Syamsir Bin, Baso Jabu, and Sukardi Weda. "STUDENTS’ STRATEGIES IN ACADEMIC WRITING: A STUDY ON LEARNING STRATEGIES USED BY HIGH-ACHIEVEMENT STUDENTS AT STKIP MUHAMMADIYAH BONE." Transformasi : Jurnal Kepemimpinan & Pendidikan Islam 2, no. 2 (2019): 51–63. http://dx.doi.org/10.47945/transformasi.v2i2.320.

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This research aimed to find out the strategies used by the high-achievement students in academic writing and to find out the lecturers’ perception about the strategies applied by the students at STKIP Muhammadiyah Bone. This research is a descriptive qualitative research that applied two research questions. The data was collected from the subjects that consist of six students and one lecturer. The research subjects were chosen by purposive sampling technique. The researchers were the main instruments of the research and applied interview and taking research notes by using observation sheets. T

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Chaw, Su Hlaing. "Assembling the Strategies for Learning Vocabulary." International Journal of Trend in Scientific Research and Development 3, no. 5 (2019): 2356–58. https://doi.org/10.5281/zenodo.3591461.

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This paper focuses on the vocabulary features and learning strategies for language learners. Through using wide range of vocabulary and effective strategies, learners are able to develop their vocabulary. Since the vocabulary knowledge is vital for all four language skills, listening, reading, speaking and writing, it is necessary to determine how they can tackle the text which they have never encountered. To be able to know and cope with a wide range of vocabulary, it is needed for learners to know effective strategies for learning vocabulary. Chaw Su Hlaing "Assembling the Strategies fo

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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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C. Villanueva, Kelvin, and Kara S. Panolong. "Writing Strategies of L2 Learners in an Online Learning Modality During the Pandemic Period : A Systematic Review of Literature." International Journal of Education (IJE) 10, no. 02 (2022): 15–33. http://dx.doi.org/10.5121/ije.2022.10202.

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Writing strategies are important in the development of writing pedagogy and learning. Consequently, it is crucial to develop writing in the new modality of education. The current systematic review investigated the writing strategies employed in teaching writing in an online distance learning and the perceptions of students regarding these writing strategies. Thirteen studies were analysed for the employment of and students' views about writing strategies. The results of the study revealed four areas that were further categorized into Practice, Action, Tool, and Help (PATH) strategies, while th

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Kelvin, C. Villanueva. "WRITING STRATEGIES OF L2 LEARNERS IN AN ONLINE LEARNING MODALITY DURING THE PANDEMIC PERIOD : A SYSTEMATIC REVIEW OF LITERATURE." International Journal of Education (IJE) Vol.10, No.2, June 2022 10, no. 2 (2023): 01–19. https://doi.org/10.5281/zenodo.8042736.

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Writing strategies are important in the development of writing pedagogy and learning. Consequently, it is crucial to develop writing in the new modality of education. The current systematic review investigated the writing strategies employed in teaching writing in an online distance learning and the perceptions of students regarding these writing strategies. Thirteen studies were analysed for the employment of and students' views about writing strategies. The results of the study revealed four areas that were further categorized into Practice, Action, Tool, and Help (PATH) strategies, whil

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Pardede, Yossy Kevin Parulian, Dwi Mutiara Tember Sari Silaban, Sara Okta Romindo Sibarani, and Erikson Saragih. "Writing Assessment Strategies by Junior High School English Teacher." Linguistic, English Education and Art (LEEA) Journal 5, no. 2 (2022): 247–57. http://dx.doi.org/10.31539/leea.v5i2.3800.

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Research intends to define assessment in writing, implement writing assessment, the evidence of this research is descriptive qualitative, by distributing questionnaires as research instruments in the form of google form. The result data were collected by utilizing the data from the essay test results. This study shows that writing assessments are in the form of planning, implementation, and assessment which are obstacles for teachers in learning. In this study, the teacher's strategies in assessing students' abilities in writing skills were found, namely; Constructive and Contextual methods; r

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Aydan, Irgatoğlu, and Kırmızı Özkan. "An Investigation of Undergraduate L2 Writers' Motivational Writing Regulation Strategies in Relation to Collaborative Learning Beliefs." Education Quarterly Reviews 5, Special Issue 2 (2022): 267–78. https://doi.org/10.31014/aior.1993.05.04.621.

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The concept of motivational regulation has always been on the agenda of researchers; however, the role of motivational regulation has received relatively little attention in terms of writing skills. Hence, the present study aims to investigate the potential correlations between motivational writing regulation strategies concerning collaborative writing beliefs of undergraduate L2 writers. To this end, a total of 102 undergraduate L2 writers were surveyed. To collect the data, two research tools were used. The first one is the Writing Strategies for Self-regulated Learning Questionnaire (WSSRLQ

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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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Hapsari, Mustika Dwiki Herning, Nur Fatimah, and Tran Thi Hoang Nguyen. "Students’ strategies in learning writing online: A case at English Education Department." Teaching English as a Foreign Language Journal 3, no. 2 (2025): 111–22. https://doi.org/10.12928/tefl.v3i2.951.

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Writing is one of the fundamental language skills. To address the need for effective writing strategies, this study aims to describe students' learning strategies for developing writing skills when learning writing online. This research employs a mixed-method approach. Data collection techniques include a questionnaire and interview. The Inventory of Learning Strategies, based on and modified from Oxford (1990), was validated and used for this study. The questionnaire was distributed to 190 sixth-semester students in the English Education Department. The questionnaire data was analyzed using M

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Sutrisno, Agus, Ani Fiani, and Agus Triyogo. "Exploring English Education Students’ Self-Regulated Learning Strategies in Writing English." EDULIA: English Education, Linguistic and Art Journal 5, no. 1 (2024): 46–63. https://doi.org/10.31539/edulia.v5i1.12230.

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This study aimed to describe the English education students’ self-regulated learning strategies in writing English at PGRI Silampari University. A descriptive qualitative method was used for this study. The subject of this study was the second-semester English Education Study Program at PGRI Silampari University. The data were taken from the Questionnaire for Self-Regulated Learning Writing Strategies (QSRLWS) for EFL learners. The data were analyzed using Gay and Peter’s qualitative data analysis. The results of this study showed that the second-semester students used metacognitive, cognitive

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Fajriah, Anatul. "STUDENTS’ LEARNING STRATEGIES IN WRITING ESSAY (A CASE STUDY OF ENGLISH EDUCATION STUDENTS AT UIN JAMBI." JR-ELT (Journal of Research in English Language Teaching) 5, no. 1 (2021): 12–19. http://dx.doi.org/10.30631/jr-elt.v5i1.15.

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The students used different strategies in their learning process in order to make their learning process enjoyable and effective. Here the researcher conducted research with a purpose to identify the learning strategies in writing essay used by the students of English Education Program. This is a qualitative research and used case study as research method. The subject of the research was 22 students who have good score in writing essay. The data of this research are the result of interview with students and documentation. The research finding showed that the students used six learning strategi

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