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The Impact of Strategy-based Instruction on L2 Learners’ Persuasive Writing

机译：策略教学对第二语言学习者说服力写作的影响

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It is important to teach students how to write essays in second/foreign (L2) effectively by various instructional techniques. Moreover, persuasive writing is one of the means by which students can be encouraged to create meaning. This study then investigates whether strategy-based instruction is an effective classroom-based practice in raising the ability in persuasive type of writing. Additionally, it compares the effectiveness of process-oriented strategy-based instruction with a nonstrategy-based instruction in an advanced writing course. In so doing, it employed Self-Regulated Strategy Development (SRSD) and non-SRSD (i.e. a more product-oriented traditional method) models in two writing classes at two universities. The SRSD model included six stages (Develop Background Knowledge, Discuss Strategy, Model It, Memorize It, Support It, and Independent Performance) using POW + TREE mnemonic chart, persuasive essay examples, TREE graphic organizer, and transition word chart. To probe the objectives of study, 60 Iranian EFL undergraduates participated in the study which used a pretest-posttest control group design. The analyses of covariance revealed that both SRSD and non-SRSD instructions had a significant impact on the EFL participants’ persuasive writing ability. But SRSD model was significantly more effective in improving the persuasive writing ability of the EFL learners (i.e., format and content, organization and coherence, sentence construction and vocabulary in writing). By implication, if L2 learners have the necessary metacognitive knowledge and self-regulation strategies of L2 writing, they will come to achieve competence in L2 writing sooner, which allows them to attain a positive sense of self-efficacy in their writing.
机译：重要的是要教给学生如何通过各种教学技巧有效地在第二/外国（L2）中撰写论文。而且，有说服力的写作是可以鼓励学生创造意义的手段之一。然后，本研究调查了基于策略的指导在提高说服类型的写作能力方面是否在课堂上是有效的实践。此外，它在高级写作课程中将基于过程的基于策略的教学与基于非策略的教学的效果进行了比较。为此，它在两所大学的两个写作班中采用了自我调节策略开发（SRSD）和非SRSD（即，更注重产品的传统方法）模型。 SRSD模型包括六个阶段（开发背景知识，讨论策略，建模，记忆，支持和独立绩效），使用POW + TREE助记符图表，有说服力的论文示例，TREE图形组织器和过渡单词表。为了探讨研究目标，共有60名伊朗EFL大学生参加了这项研究，该研究采用了前测后测控制组设计。协方差分析表明，SRSD和非SRSD指令都对EFL参与者的说服力产生了重大影响。但是SRSD模型在提高EFL学习者的说服力（即格式和内容，组织和连贯性，句子结构和词汇量）方面明显更有效。言外之意，如果第二语言学习者具备第二语言写作所必需的元认知知识和自我调节策略，他们将更快地达到第二语言写作的能力，从而使他们在写作中获得积极的自我效能感。

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