Writing Strategies and Writing Proficiency of Chinese Vocational College Students

Wen Yang

doi:10.54097/ijeh.v9i2.9516

Authors

Wen Yang

DOI:

https://doi.org/10.54097/ijeh.v9i2.9516

Keywords:

Chinese learners, Language studies, Writing strategies, Writing proficiency.

Abstract

This study intended to examine the level of writing strategies and writing proficiency of students at a vocational college in China. 308 students at a private vocational college in China were selected as respondents. Then, the relationship between writing strategies and writing proficiency was explored by SPSS. The findings indicated that the vocational college students applied the writing strategies at a low level. And they were at relatively low levels of writing proficiency. Also, there was no difference in writing strategies when grouped based on major or language proficiency. However, the proficient learners applied more cognitive strategies in writing. Besides, the science learners did better in terms of content and argumentation, and the proficient learners outperformed in structure and organization. Furthermore, a strong link was shown by the Pearson analysis between writing strategies and writing proficiency. An implication of the study was that students need to be encouraged to use various strategies to improve their writing.

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