Sociocultural Perspectives on Writing Strategies among EFL College Students
DOI:
https://doi.org/10.46328/ijonse.7709Keywords:
L2 writing strategy, Sociocultural approach, Gender differences, EFL college studentsAbstract
This study investigated the writing strategies employed by Taiwanese EFL English major college students through a sociocultural perspective. A total of 692 valid responses were collected via an online questionnaire, which included Likert-scale items and open-ended questions. Quantitative data were analyzed using descriptive statistics and ordinal logistic regression, while qualitative data were examined through content analysis. The findings revealed that survival strategies were the most frequently adopted, followed by growth strategies, with investment strategies being the least common. Gender was not found to be a significant predictor of writing strategy use. Qualitative results indicated that students’ strategy choices were influenced by factors such as time constraints, instructional practices, peer interaction, and institutional expectations. From a sociocultural standpoint, three types of mediation were identified: tool-based, social, and institutional-cultural mediation. The results highlight that writing strategies are not merely individual choices but are shaped by broader contextual and social influences. This study provides pedagogical implications for enhancing writing instruction by integrating social interaction, technological tools, and alternative assessment methods.
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