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 The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance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.
| Original language | English |
|---|---|
| Pages (from-to) | 401-416 |
| Number of pages | 16 |
| Journal | Perceptual and Motor Skills |
| Volume | 112 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2011 Apr 1 |
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All Science Journal Classification (ASJC) codes
- Experimental and Cognitive Psychology
- Sensory Systems
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Multiple goals, writing strategies, and written outcomes for college students learning english as a second language. / He, Tung Hsien; Chang, Shanmao Frank; Chen, Shu Hui Eileen.
In: Perceptual and Motor Skills, Vol. 112, No. 2, 01.04.2011, p. 401-416.Research output: Contribution to journal › Article
TY - JOUR
T1 - Multiple goals, writing strategies, and written outcomes for college students learning english as a second language
AU - He, Tung Hsien
AU - Chang, Shanmao Frank
AU - Chen, Shu Hui Eileen
PY - 2011/4/1
Y1 - 2011/4/1
N2 - 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 The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance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.
AB - 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.
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U2 - 10.2466/11.21.28.PMS.112.2.401-416
DO - 10.2466/11.21.28.PMS.112.2.401-416
M3 - Article
VL - 112
SP - 401
EP - 416
JO - Perceptual and Motor Skills
JF - Perceptual and Motor Skills
SN - 0031-5125
IS - 2
ER -