Loading...
|
Please use this identifier to cite or link to this item:
http://ir.ncue.edu.tw/ir/handle/987654321/16295
|
| Title: | Multiple Goals, Writing Strategies, and Written Outcomes for College Students Learning English as a Second Language |
| Authors: | He, Tung-Hsien;Chang, Shan-Mao;Chen, Shu-Hui Eileen |
| Contributors: | 英語學系 |
| Date: | 2011-04
|
| Issue Date: | 2013-05-06T02:21:02Z
|
| Publisher: | Ammons Scientific |
| Abstract: | 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 The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance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. |
| Relation: | Perceptual and Motor Skills, 112(2): 401-416 |
| Appears in Collections: | [英語學系] 期刊論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 2040201610004.pdf | 7Kb | Adobe PDF | 509 | View/Open |
|
All items in NCUEIR are protected by copyright, with all rights reserved.
|
