An Investigation of Reading-to-Write Strategies Employed by Fourth Year Students in the Department of Foreign Languages and Literature at AAU
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Date
2001-07
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Addis Ababa Universiy
Abstract
This study attempted to investigate the reading-to-write strategies employed by
fourth year students in the Department of foreign languages and Literature at
Addis Ababa University. An investigation was made on the types and frequencies
of strategies employed by the students and the relationship between these
strategies and the students' writing.
To achieve the purpose of the study 20 students (25.6% of the total population)
were randomly chosen. The necessary data was collected from:
(1) questionnaire administered to the 20 students, (2) think-aloud recording of 19
students, (3)interview with three students and, (4) writings of the 19 students.
Analysis of the data from the sources revealed that, while doing reading-to-write
task, students use strategies in the following order: cognitive, social affective and
matacognitive strategies. It was also found that students use less demanding
strategies such as repetition, asking for clarification and self-monitoring more
frequently than demanding strategies such as planning, elaboration, transfer and
inference. It was also observed that students with less competent writing less
frequently use metacognitive strategies. What is more, difference within strategy
uses among students who have produced competent, average and less
competent writing was observed.
Based on the findings of the study, it was suggested that students should be
given training and practice on uses of different strategies and tasks in order to
make them able to direct their own learning. The need to train teachers and
include learner training components into teacher training course and language
learning materials are the overall recommendation of the study.
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An Investigation of Reading-to-Write Strategies Employed