Multiple goals, writing strategies, and written outcomes for college students learning english as a second language

Tung Hsien He, Shan Mao Chang, Shu Hui Eileen Chen

Research output: Contribution to journalArticle

8 Citations (Scopus)


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 The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance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.

Original languageEnglish
Pages (from-to)401-416
Number of pages16
JournalPerceptual and Motor Skills
Issue number2
Publication statusPublished - 2011 Apr 1


All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Sensory Systems

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