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The main purpose of this study was to examine the relationship between the way writing strategies are used by L2 learners and their level of English writing. In addition, patterns of writing strategies employed by them were investigated as well. The participants of this study were 73 university students who were enrolled in ‘Practical English Composition’ course at a university in Busan in 2015. Data collection was conducted in two phases: first, a questionnaire consisting of 43 closed-ended questions and 11 open-ended questions was administered; and second, a sample of students’ English writing on a given topic was gathered through an in-class writing task. Results of the questionnaire were analyzed by content analysis and descriptive statistics. One-way ANOVA analysis was also run to measure the relationship between the participants’ use of writing strategies and their level of English writing. The analysis showed that overall, the students preferred cognitive strategies most, followed by meta-cognitive strategies and social/affective strategies. However, relative difference was found in the way students with different writing proficiency level used meta-cognitive strategies. Intermediate high level students used more meta-cognitive strategies than intermediate low level students. Further, while intermediate high level students used both meta-cognitive strategies and cognitive strategies evenly, intermediate low level students preferred cognitive strategies more than meta-cognitive strategies. |
