Bui Hung Phu, Nguyen Loc Tan, Nguyen Thi Viet
University of Economics Ho Chi Minh City (UEH), Ho Chi Minh City, Viet Nam.
Hong Duc University, Thanh Hoa, Viet Nam.
Heliyon. 2023 Feb 16;9(3):e13743. doi: 10.1016/j.heliyon.2023.e13743. eCollection 2023 Mar.
Recent research has shown writing strategies to have a substantial impact on language learners' writing performance but little is known about what strategies EFL learners use and how they use them in writing academic texts such as reports, final assignments, and project papers. The study reported in this paper extends this line of research by investigating the strategies Vietnamese EFL pre-service teachers use in academic writing. Data included document analysis of 17 pre-service teachers' final assignment papers (one paper per teacher) and individual semi-structured interviews with ten teachers. The study adopted a content-based approach to qualitative data analysis with reference to a comprehensive research-based taxonomy for L2 academic writing strategies, including rhetorical, metacognitive, cognitive, and social affective strategies. The results show that rhetorical, metacognitive, and cognitive strategies were most frequently used by the teacher participants. The results further show that self-efficacy and self-regulation determined the teachers' use of strategies during the writing process. Implications for the L2 writing classroom focused on academic writing strategies to enhance pre-service teachers' writing quality will be discussed.
最近的研究表明，写作策略对语言学习者的写作表现有重大影响，但对于英语外语学习者在撰写报告、期末作业和项目论文等学术文本时使用何种策略以及如何使用这些策略，人们却知之甚少。本文所报告的研究通过调查越南英语外语职前教师在学术写作中使用的策略，扩展了这一研究方向。数据包括对17份职前教师期末作业论文（每位教师一篇论文）的文献分析以及对10位教师的个人半结构化访谈。该研究采用基于内容的方法对定性数据进行分析，并参考了一个基于研究的全面的二语学术写作策略分类法，包括修辞、元认知、认知和社会情感策略。结果表明，修辞、元认知和认知策略是教师参与者最常使用的策略。结果还进一步表明，自我效能感和自我调节决定了教师在写作过程中对策略的使用。将讨论对二语写作课堂的启示，重点是提高职前教师写作质量的学术写作策略。
