ythtthth

www.ccsenet.org/ijel

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: [phone]
E-mail: [e-mail]
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

References: Atkinson, D. (2003). L2 writing in the post-process era. Journal of Second Language Writing, 12(1), 3-15. Badger, R. & White, G. (2000). A Process Genre Approach to Teaching Writing. ELT Journal, 54(2), 153-160. Cañas, A., Coffey, J., Carnot, M., Feltovich, P., Hoffman R., & Feltovich, J. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. pdf (July 2003) Cicognani, A De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms Flower, L. & Hayes, J. R. (1981). Plans that guide the composing process. In C. H. Frederiksen, & J. F. Freeman, M. H. (2002). Cognitive mapping in literacy analysis. Los Angeles Valley College. EBSCO Publishing. Fujieda, Y. (2006). A Brief Historical Sketch of Second Language Writing Studies: A Retrospective. [Online] Available: www.kyoai.ac.jp/college/ronshuu/no-06/fujieda.pdf (March 2006) Graham, S. & Harris, K. (1996). Self-regulation and strategy instruction for students who find writing and learning challenging Graham, S. & Harris, K. (2000). The role of self -regulation and transcription skills in writing and writing development. Harris, K. R. & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press. Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning, and instruction. Matsuda, P. K. (2003). Process and post-process: A discursive history. Journal of Second Language Writing 12 (1), 65–83 Mayer, R. E. (2003). The promise of Educational psychology: Teaching for meaningful learning. Merrill Prentice Hall. Naiman, N., Fröhlich, M., Stern, H. H., & Todesco, A. (1996). The good language learner. Clevedon, England: Multilingual Matters. Omaggio Hadley, A. (1993). Teaching language in context. Boston: Heinle & Heinle. O 'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Raimes, A. (1991). Out of the woods: Traditions in the teaching of writing. TESOL Quarterly, 25, 407-430. Ruddell, R. B., & Boyle, O. F. (1989). A study of cognitive mapping as a means to improve summarization and comprehension of expository text Schunk, D. (1998). Teaching elementary students to self-regulate practice of mathematical skills with modeling. Sturm, J. & Rankin-Erickson, J. (2002). Effects of hand-drawn and computer generated concept mapping on the expository writing of middle school students with learning disabilities Weigle, S.C. (2002). Assessing writing. Cambridge University Press. Wenden, A. L. (1991). Learner strategies for learner autonomy. London: Prentice-Hall International. Yang, M. (2005). Exploring writing approaches in Chinese EFL class. Academic Exchange Quarterly. [Online] Available: http://www.thefreelibrary.com/Exploring+writing+approaches+in+Chinese+EFL+class.-a0138703668 (September 22, 2005) Zimmaro, D. M. & Cawley, J. M. (1998). Concept map module. Schreyer institute for innovation in learning, The Pennsylvania State University. Zipprich, M. A. (1995). Teaching web making as a guided planning tool to improve student narrative writing.