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International Journal of English Linguistics
Vol. 1, No. 2; September 2011
A Study on Strategy Instruction and EFL Learners’ Writing Skill
Giti Mousapour Negari
Department of English Language & Literature
University of Sistan & Baluchestan, Zahedan, Iran
Tel: 98-541-805-6622
E-mail: mousapour@hamoon.usb.ac.ir
Received: June 20, 2011
Accepted: August 3, 2011
doi:10.5539/ijel.v1n2p299
Abstract
Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire in academic contexts. While explicit instruction of strategies is not a usual practice in foreign language classrooms, it could be beneficial for language learners. The present study aims at investigating the effect of concept mapping strategy on EFL learners ' writing performance. To this end, sixty Iranian students at the intermediate level of language proficiency participated in the study. Their language proficiency was determined by Michigan Test of English Language Proficiency. The results of the Analysis of Covariance revealed that the instruction of concept mapping strategy had a positive effect on EFL learners’ writing achievements. The findings have some pedagogical implications for teaching language skills and designing strategy-based syllabus leading to successful language performance.
Keywords: Concept mapping, Explicit instruction, Learning strategy, Writing achievement
1. Introduction
Writing is a complicated process which involves a number of cognitive and metacognitive activities, for instance; brainstorming, planning, outlining, organizing, drafting, and revising. Cognitive aspects of writing have received a particular attention, as investigators have attempted to understand the thought processes underlying the compositions of students (Flower & Hayes, 1981). According to Omaggio Hadley (1993), writing requires composing, which implies the ability either to tell or retell pieces of
International Journal of English Linguistics
Vol. 1, No. 2; September 2011
A Study on Strategy Instruction and EFL Learners’ Writing Skill
Giti Mousapour Negari
Department of English Language & Literature
University of Sistan & Baluchestan, Zahedan, Iran
Tel: 98-541-805-6622
E-mail: mousapour@hamoon.usb.ac.ir
Received: June 20, 2011
Accepted: August 3, 2011
doi:10.5539/ijel.v1n2p299
Abstract
Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire in academic contexts. While explicit instruction of strategies is not a usual practice in foreign language classrooms, it could be beneficial for language learners. The present study aims at investigating the effect of concept mapping strategy on EFL learners ' writing performance. To this end, sixty Iranian students at the intermediate level of language proficiency participated in the study. Their language proficiency was determined by Michigan Test of English Language Proficiency. The results of the Analysis of Covariance revealed that the instruction of concept mapping strategy had a positive effect on EFL learners’ writing achievements. The findings have some pedagogical implications for teaching language skills and designing strategy-based syllabus leading to successful language performance.
Keywords: Concept mapping, Explicit instruction, Learning strategy, Writing achievement
1. Introduction
Writing is a complicated process which involves a number of cognitive and metacognitive activities, for instance; brainstorming, planning, outlining, organizing, drafting, and revising. Cognitive aspects of writing have received a particular attention, as investigators have attempted to understand the thought processes underlying the compositions of students (Flower & Hayes, 1981). According to Omaggio Hadley (1993), writing requires composing, which implies the ability either to tell or retell pieces of
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