Cognitive Strategies Adopted by Chinese Students When Writing in English

doi:10.65961/AJELT-2005-1-002

PDF(56 KB)

Asian Journal of English Language Teaching ›› 2005, Vol. 15 ›› Issue (1) : 25-42. DOI: 10.65961/AJELT-2005-1-002

Articles

Cognitive Strategies Adopted by Chinese Students When Writing in English

Junju WANG

Author information +

History +

Abstract

This study investigated the cognitive strategies adopted by three groups of Chinese EFL learners when writing in English. With data collected from a questionnaire, think-aloud protocols, real-time observation, stimulated recalls and written texts, it aimed to explore (a) the cognitive strategies used, (b) within- and cross-group similarities and variations, and (c) the relationship between English proficiency and cognitive strategy use. Qualitative data from think-aloud protocols were transcribed, segmented, coded, and analyzed. Relevant information was elicited from the questionnaire, observation notes, written texts and transcripts of stimulated recalls. Quantitative data were treated with SPSS for descriptive analysis, ANOVA tests and correlation analysis. The results indicated that altogether the students had adopted 14 cognitive strategies. In addition to withingroup similarities and variations, cross-group comparisons showed a general descending tendency in cognitive strategy use, consistent patterns in the use of two groups of cognitive strategies, and rising, descending, rising-descending and descending-rising tendencies in specific strategy use. Statistical analysis indicated correlations between linguistic proficiency and the use of some cognitive strategies.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Junju WANG. (2005). Cognitive Strategies Adopted by Chinese Students When Writing in English.Asian Journal of English Language Teaching , 15(1): 25-42. https://doi.org/10.65961/AJELT-2005-1-002

References

Akyel, A. (1994). First language use in EFL writing: Planning in Turkish vs. planning in English.International Journal of Applied Linguistics, 4, 169-176.
Arndt, V. (1987). Six writers in search of text: A protocol based study of L1 and L2 writing.ELT Journal, 41, 257-267.
Fagan, W. T., & Hayden, H. M. (1988). Writing processes in French and English of fifth grade French immersion students.The Canadian Modern Language Review, 44 (4), 653-668.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing.College Composition and Communication, 32, 365-387.
Friedlander, A. (1990). Composing in English: Effects of a first language on writing in English as a second language. In B. Kroll (Ed.), Second language writing (pp. 109-125). Cambridge, England and New York: Cambridge University Press.
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. London: Longman.
Guo, C., & Liu, F. (1997). A dynamic research into L1 influence on L2 writing. Xiandai Waiyu (Modern Foreign Languages), 78, 30-48.
Hu, J. (2003). Thinking languages in L2 writing: Research findings and pedagogical implications.TESL Canada Journal, 21 (1), 39-63.
Jones, S., & Tetroe, J. (1987). Composing in a second language. In A. Matsuhahsi (Ed.), Writing in real time (pp. 34-57). New York: Longman.
Kamimura, T. (1996). Composing in Japanese as a first language and English as a foreign language: A study of narrative writing.RELC Journal, 27 (1), 47-69.
Khaldieh, S. (2000). Learning strategies and writing processes of proficient vs. less-proficient learners of Arabic.Foreign Language Annuals, 33 (5), 522-534.
Khongpun, S. (1992). Composing processes of Thai high school students: A protocol analysis. Unpublished Ph.D. dissertation. Ball State University.
Kobayashi, H., & Rinnert, C. (1992). Effects of first language on second language writing: Translation versus direct composition. Language Learning, 42, 183-215.
Lapkin, S. (1982-1983). The English writing skills of French immersion pupils at grade five.Canadian Modern Language Review, 39, 24-33.
Lay, N. (1982). Composing processes of adult ESL learners: A case study.TESOL Quarterly, 16, 406.
Matsumoto, K. (1995). Research paper writing strategies of professional Japanese EFL writers.TESL Canada Journal, 13 (1), 17-27.
Ministry of Education of China (2003). 2002 Educational Statistics: Major findings and analysis.Educational Statistics Report, 26 (1).
Oxford, R. L. (1989). The best and the worst: An exercise to tap perception of language learning experiences and strategies.Foreign Language Annals, 22, 447-454.
Perl, S. (1979). The composing processes of unskilled college writers. Research in the Teaching of English, 13, 317-336.
Pfingstag, N. (1984). Showing writing: Modeling the process.TESOL Newsletter, 18, 1-3.
Qi, D. (1998). An inquiry into language-switching in second language composing. The Canadian Modern Language Review, 54, 413-435.
Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing.TESOL Quarterly, 19, 229-258.
Raimes, A. (1987). Language proficiency, writing ability, and composing strategies: A study of ESL college student writers.Language Learning, 37, 439-467.
Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education.Journal of Second Language Writing, 6, 105-137.
Roca de Larios J., Marín J., & Murphy L. (2001). A temporal analysis of formulation processes in L1 and L2 writing.Language Learning, 51 (3), 497-538.
Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study.Journal of Second Language Writing, 9 (3), 259-291.
Scott, V. M. (1996). Rethinking foreign language writing. Boston, MA: Heine & Heine.
Silva, T. (1990). Second language composition instruction: Developments, issues and directions in ESL. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 11-23). Cambridge, UK: Cambridge University Press.
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27, 657-677.
Wang, J. (2003). Students' needs and teachers' dilemmas: A case of one university. Hong Kong Journal of Applied Linguistics, 8, 33-51.
Wang, L. (2003). Switching to first language among writers with differing econdlanguage proficiency.Journal of Second Language Writing, 12, 347-375.
Wang, W., & Wen, Q. (2002). L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing, 11, 225-246.
Wang, W., & Wen, Q. (2004). Influence of L1 literacy on L2 writing: A study of Chinese tertiary EFL learners.Waiyu Jiaoxue yu Yanjiu[Foreign Language Teaching and Research], 36 (3), 205-212.
Wen, Q., & Guo, C. (1998). The relationship between thinking in L1 and L2 writing ability: A study of the process of English picture composition by senior middle school students.Xiandai Waiyu[Modern Foreign Languages], 82 (2), 44-56.
Whalen, K., & Menard, N. (1995). L1 and L2 writers' strategic and linguistic knowledge: A model of multiple-level discourse processing.Language Learning, 45 (3), 381-418.
Wong, R.Y.L. (1993). Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese.Language, Culture and Curriculum, 6 (3), 291-301.
Woodall, B. R. (2002). Language-switching: Using the first language while writing in a second language.Journal of Second Language Writing, 11, 7-28.
Wu, H. (2004). Language-switching in Chinese ESL students writing processes. Unpublished Ed. D. dissertation, La Sierra University.
Yau, M.S.S. (1991). The role of language factors in second language writing. In L. Malave & G. Duquette (Eds.), Language, culture and cognition: A collection of studies in first and second language acquisition (pp. 266-283). Clevedon, Avon: Multilingual Matters.
Yu, Y. (2000). Helping EFL students learn to write through feedback.Teaching English in China, 23, 55-59.
Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies.TESOL Quarterly, 17 (2), 165-187.
Zeki, C. M. (1995). A common culture, individual voices: An ethnographic case study of five Chinese student writers. Unpublished doctoral dissertation. Ohio State University.
Zhu, W. (2001). Performing argumentative writing in English: Difficulties, processes and strategies.TESL Canada Journal, 19 (1), 34-50.