The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students
This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught le...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Zeleke Arficho Ayele [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2014 |
|---|
| Schlagwörter: |
writing skills; learning strategies of writing; students training; approaches to strategy training |
|---|
| Übergeordnetes Werk: |
In: International Journal of English Language and Translation Studies - Lasting Impressions Press, 2013, 02(2014), 03, Seite 113-127 |
|---|---|
| Übergeordnetes Werk: |
volume:02 ; year:2014 ; number:03 ; pages:113-127 |
| Links: |
|---|
| Katalog-ID: |
DOAJ036940372 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ036940372 | ||
| 003 | DE-627 | ||
| 005 | 20230307234715.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230227s2014 xx |||||o 00| ||eng c | ||
| 035 | |a (DE-627)DOAJ036940372 | ||
| 035 | |a (DE-599)DOAJeff86611366b43e482fec8334a9a7420 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 0 | |a Zeleke Arficho Ayele |e verfasserin |4 aut | |
| 245 | 1 | 4 | |a The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students |
| 264 | 1 | |c 2014 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. | ||
| 650 | 4 | |a writing skills; learning strategies of writing; students training; approaches to strategy training | |
| 650 | 4 | |a writing skills | |
| 650 | 4 | |a learning strategies of writing | |
| 650 | 4 | |a students training | |
| 650 | 4 | |a approaches to strategy training | |
| 653 | 0 | |a Language and Literature | |
| 653 | 0 | |a P | |
| 773 | 0 | 8 | |i In |t International Journal of English Language and Translation Studies |d Lasting Impressions Press, 2013 |g 02(2014), 03, Seite 113-127 |w (DE-627)1030871779 |x 23085460 |7 nnns |
| 773 | 1 | 8 | |g volume:02 |g year:2014 |g number:03 |g pages:113-127 |
| 856 | 4 | 0 | |u https://doaj.org/article/eff86611366b43e482fec8334a9a7420 |z kostenfrei |
| 856 | 4 | 0 | |u http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2308-5460 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2308-5460 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 951 | |a AR | ||
| 952 | |d 02 |j 2014 |e 03 |h 113-127 | ||
| author_variant |
z a a zaa |
|---|---|
| matchkey_str |
article:23085460:2014----::hefcsfriignhlannsrtgeowiignmrvnsuetuefhsrtgea |
| hierarchy_sort_str |
2014 |
| publishDate |
2014 |
| allfields |
(DE-627)DOAJ036940372 (DE-599)DOAJeff86611366b43e482fec8334a9a7420 DE-627 ger DE-627 rakwb eng Zeleke Arficho Ayele verfasserin aut The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. writing skills; learning strategies of writing; students training; approaches to strategy training writing skills learning strategies of writing students training approaches to strategy training Language and Literature P In International Journal of English Language and Translation Studies Lasting Impressions Press, 2013 02(2014), 03, Seite 113-127 (DE-627)1030871779 23085460 nnns volume:02 year:2014 number:03 pages:113-127 https://doaj.org/article/eff86611366b43e482fec8334a9a7420 kostenfrei http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 02 2014 03 113-127 |
| spelling |
(DE-627)DOAJ036940372 (DE-599)DOAJeff86611366b43e482fec8334a9a7420 DE-627 ger DE-627 rakwb eng Zeleke Arficho Ayele verfasserin aut The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. writing skills; learning strategies of writing; students training; approaches to strategy training writing skills learning strategies of writing students training approaches to strategy training Language and Literature P In International Journal of English Language and Translation Studies Lasting Impressions Press, 2013 02(2014), 03, Seite 113-127 (DE-627)1030871779 23085460 nnns volume:02 year:2014 number:03 pages:113-127 https://doaj.org/article/eff86611366b43e482fec8334a9a7420 kostenfrei http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 02 2014 03 113-127 |
| allfields_unstemmed |
(DE-627)DOAJ036940372 (DE-599)DOAJeff86611366b43e482fec8334a9a7420 DE-627 ger DE-627 rakwb eng Zeleke Arficho Ayele verfasserin aut The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. writing skills; learning strategies of writing; students training; approaches to strategy training writing skills learning strategies of writing students training approaches to strategy training Language and Literature P In International Journal of English Language and Translation Studies Lasting Impressions Press, 2013 02(2014), 03, Seite 113-127 (DE-627)1030871779 23085460 nnns volume:02 year:2014 number:03 pages:113-127 https://doaj.org/article/eff86611366b43e482fec8334a9a7420 kostenfrei http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 02 2014 03 113-127 |
| allfieldsGer |
(DE-627)DOAJ036940372 (DE-599)DOAJeff86611366b43e482fec8334a9a7420 DE-627 ger DE-627 rakwb eng Zeleke Arficho Ayele verfasserin aut The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. writing skills; learning strategies of writing; students training; approaches to strategy training writing skills learning strategies of writing students training approaches to strategy training Language and Literature P In International Journal of English Language and Translation Studies Lasting Impressions Press, 2013 02(2014), 03, Seite 113-127 (DE-627)1030871779 23085460 nnns volume:02 year:2014 number:03 pages:113-127 https://doaj.org/article/eff86611366b43e482fec8334a9a7420 kostenfrei http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 02 2014 03 113-127 |
| allfieldsSound |
(DE-627)DOAJ036940372 (DE-599)DOAJeff86611366b43e482fec8334a9a7420 DE-627 ger DE-627 rakwb eng Zeleke Arficho Ayele verfasserin aut The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. writing skills; learning strategies of writing; students training; approaches to strategy training writing skills learning strategies of writing students training approaches to strategy training Language and Literature P In International Journal of English Language and Translation Studies Lasting Impressions Press, 2013 02(2014), 03, Seite 113-127 (DE-627)1030871779 23085460 nnns volume:02 year:2014 number:03 pages:113-127 https://doaj.org/article/eff86611366b43e482fec8334a9a7420 kostenfrei http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei https://doaj.org/toc/2308-5460 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 02 2014 03 113-127 |
| language |
English |
| source |
In International Journal of English Language and Translation Studies 02(2014), 03, Seite 113-127 volume:02 year:2014 number:03 pages:113-127 |
| sourceStr |
In International Journal of English Language and Translation Studies 02(2014), 03, Seite 113-127 volume:02 year:2014 number:03 pages:113-127 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
writing skills; learning strategies of writing; students training; approaches to strategy training writing skills learning strategies of writing students training approaches to strategy training Language and Literature P |
| isfreeaccess_bool |
true |
| container_title |
International Journal of English Language and Translation Studies |
| authorswithroles_txt_mv |
Zeleke Arficho Ayele @@aut@@ |
| publishDateDaySort_date |
2014-01-01T00:00:00Z |
| hierarchy_top_id |
1030871779 |
| id |
DOAJ036940372 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ036940372</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307234715.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230227s2014 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ036940372</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJeff86611366b43e482fec8334a9a7420</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Zeleke Arficho Ayele</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">writing skills; learning strategies of writing; students training; approaches to strategy training</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">writing skills</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning strategies of writing</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">students training</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">approaches to strategy training</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Language and Literature</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">P</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">International Journal of English Language and Translation Studies</subfield><subfield code="d">Lasting Impressions Press, 2013</subfield><subfield code="g">02(2014), 03, Seite 113-127</subfield><subfield code="w">(DE-627)1030871779</subfield><subfield code="x">23085460</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:02</subfield><subfield code="g">year:2014</subfield><subfield code="g">number:03</subfield><subfield code="g">pages:113-127</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/eff86611366b43e482fec8334a9a7420</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2308-5460</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2308-5460</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">02</subfield><subfield code="j">2014</subfield><subfield code="e">03</subfield><subfield code="h">113-127</subfield></datafield></record></collection>
|
| author |
Zeleke Arficho Ayele |
| spellingShingle |
Zeleke Arficho Ayele misc writing skills; learning strategies of writing; students training; approaches to strategy training misc writing skills misc learning strategies of writing misc students training misc approaches to strategy training misc Language and Literature misc P The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students |
| authorStr |
Zeleke Arficho Ayele |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)1030871779 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
DOAJ |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
23085460 |
| topic_title |
The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students writing skills; learning strategies of writing; students training; approaches to strategy training writing skills learning strategies of writing students training approaches to strategy training |
| topic |
misc writing skills; learning strategies of writing; students training; approaches to strategy training misc writing skills misc learning strategies of writing misc students training misc approaches to strategy training misc Language and Literature misc P |
| topic_unstemmed |
misc writing skills; learning strategies of writing; students training; approaches to strategy training misc writing skills misc learning strategies of writing misc students training misc approaches to strategy training misc Language and Literature misc P |
| topic_browse |
misc writing skills; learning strategies of writing; students training; approaches to strategy training misc writing skills misc learning strategies of writing misc students training misc approaches to strategy training misc Language and Literature misc P |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
International Journal of English Language and Translation Studies |
| hierarchy_parent_id |
1030871779 |
| hierarchy_top_title |
International Journal of English Language and Translation Studies |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)1030871779 |
| title |
The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students |
| ctrlnum |
(DE-627)DOAJ036940372 (DE-599)DOAJeff86611366b43e482fec8334a9a7420 |
| title_full |
The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students |
| author_sort |
Zeleke Arficho Ayele |
| journal |
International Journal of English Language and Translation Studies |
| journalStr |
International Journal of English Language and Translation Studies |
| lang_code |
eng |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2014 |
| contenttype_str_mv |
txt |
| container_start_page |
113 |
| author_browse |
Zeleke Arficho Ayele |
| container_volume |
02 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Zeleke Arficho Ayele |
| title_sort |
effects of training in the learning strategies of writing in improving students’ use of the strategies: a study on hawassa university students |
| title_auth |
The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students |
| abstract |
This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. |
| abstractGer |
This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. |
| abstract_unstemmed |
This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ |
| container_issue |
03 |
| title_short |
The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students |
| url |
https://doaj.org/article/eff86611366b43e482fec8334a9a7420 http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf https://doaj.org/toc/2308-5460 |
| remote_bool |
true |
| ppnlink |
1030871779 |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| up_date |
2024-07-03T23:14:06.421Z |
| _version_ |
1803601519761686528 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ036940372</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307234715.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230227s2014 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ036940372</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJeff86611366b43e482fec8334a9a7420</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Zeleke Arficho Ayele</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values < -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">writing skills; learning strategies of writing; students training; approaches to strategy training</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">writing skills</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning strategies of writing</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">students training</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">approaches to strategy training</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Language and Literature</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">P</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">International Journal of English Language and Translation Studies</subfield><subfield code="d">Lasting Impressions Press, 2013</subfield><subfield code="g">02(2014), 03, Seite 113-127</subfield><subfield code="w">(DE-627)1030871779</subfield><subfield code="x">23085460</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:02</subfield><subfield code="g">year:2014</subfield><subfield code="g">number:03</subfield><subfield code="g">pages:113-127</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/eff86611366b43e482fec8334a9a7420</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.eltsjournal.org/pdf_files/The%20Effects%20of%20Training%20in%20the%20Learning%20Strategies%20of%20Writing%20in%20ImprovingStudents'%20Use%20of%20the%20Strategies-%20A%20Study%20on%20Hawassa%20University%20Students.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2308-5460</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2308-5460</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">02</subfield><subfield code="j">2014</subfield><subfield code="e">03</subfield><subfield code="h">113-127</subfield></datafield></record></collection>
|
| score |
7.3985615 |