MULTIPLE GOALS, WRITING STRATEGIES, AND WRITTEN OUTCOMES FOR COLLEGE STUDENTS LEARNING ENGLISH AS A SECOND LANGUAGE

作者：He Tung Hsien^*; Chang Shan Mao; Chen Shu Hui Eileen

来源：Perceptual and Motor Skills, 2011, 112(2): 401-416.

DOI：10.2466/11.21.28.PMS.112.2.401-416

This study examined relations of achievement goals of writers who are speakers of English as a foreign language (EFL), the frequency of their writing strategy use, and the quality of their writing from a multiple goals perspective. The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance approach goals, and two groups included students with only one strong mastery (Group 2) or performance (Group 3) goal. Think-aloud protocols indicated that the participants adopted 21 strategies in an argumentative writing task, classified into five categories. Group 1 was found to use writing strategies of monitoring or evaluating, revising, and compensating significantly more often than the other two groups, and produced better essays. Strong mastery and performance approach goals might be beneficial for EFL college writers.

• 出版日期2011-4