The Relationships Among Use of Writing Strategies, Grade Level, and Writing Competence in Singapore Primary Schools

• In Event: 44.075 - Trends in L2 Writing and Literacy Research

Abstract

This study investigates the relationships among writing strategy use, grade level and writing competence in Singapore primary schools. Thirty-two primary 3-6 pupils wrote a picture composition while thinking aloud. The think-aloud data were analyzed according to a coding scheme that includes metacognitive and cognitive writing strategies. The findings suggest that high proficiency pupils outperformed their low proficiency counterparts in using both metacognitive and cognitive strategies. However, inconsistent findings were found between middle-graders and upper-graders. These findings provide practical implications for teachers to conduct effective writing instruction in English as a second/foreign language (ESL/EFL) context.

Authors

• Barry Bai, The Chinese University of Hong Kong

• Chuang Wang, University of North Carolina - Charlotte