Learning Stra Achievement .tegies in the and is h Writing Classroom: A' Case Study  

Oleh:

Olivares-Cuhat, Gabriela

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 35 no. 5 (2002), page 561-570.
Fulltext: 35_05_Olivares-Cuhat.pdf (823.25KB)

Isi artikel

This article investigates the effect of learning strategies on writing achievement in an intermediate-advanced college-level Spanish writing course, and examines the influence of the student5 native language and textbook on these strategies. The study was conducted with a class of20 students that comprised nine first (L1) and eleven second'foreign (L2IFL) language speakers. The Strategy Inventory for Language Learning (SILL) provided an estimate of learning strategy use and two composition grades were used us a measure ofthe students'success. Additionally, the class was divided into two groups, each instructed to work with a different textbook. Thefollowing results werefound: (1) on average, L1 students obtained higher grades than UIFL students, (2) L1 students were more inclined to use affective and memory strategies than L2IFL students, and (3) use of memory strategies and writing achievement were significantly correlated, explaining 40% ofthe overall variability in grades. It was not possible to link the use ofa specific textbook to the composition grades. Several classroom implications and suggestions for future research are discussed.

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