Please use this identifier to cite or link to this item:
A protocol-based study of university-level Chinese EFL learners’ writing strategies
Issue Date: 
Hu, G., & Chen, B. (2007). A protocol-based study of university-level Chinese EFL learners’ writing strategies. English Australia Journal, 23(2), 37-56.
This paper reports on a small-scale study designed to investigate the writing strategies employed by undergraduates who were studying English as a foreign language (EFL) in a Chinese university. The study aimed to address three research questions: 1) Do skilled and unskilled Chinese EFL writers differ in their use of writing strategies? 2) Do their writing strategies vary as a function of the writing tasks that they are engaged in? 3) Do task types have a similar effect on the strategic behavior of skilled Chinese EFL writers and their unskilled counterparts? Data for the study consists of think-aloud reports collected from one unskilled and two skilled EFL writers while they were performing two writing tasks. Analyses of the transcribed protocols reveal important differences in strategy use between the skilled and unskilled writers and interesting patterns of variation between the writing tasks. The findings yield several implications for writing instruction.
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
EAJ-23-2-37.pdf137.73 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

checked on Nov 16, 2018

Download(s) 50

checked on Nov 16, 2018