The impact of strategy use on learners' proficiency level on Arabic, French, and English writing : the case of first year efl lmd students-Tlemcen University

Abstract EN

As a large number of Algerian EFL learners display important deficiencies in writing in English, the present work aims to shed light on the use of effective language learning strategies by successful learners through an instrumental case study involving seven first-year EFL learners.

While the study aims at comparing the strategies employed by good achievers in writing in L1, FL1, and FL2, it also attempts to state whether achievement in FL2 writing implies achievement in L1 and FL1, making use of triangulation methodology: task-production, think-aloud technique, and semi-structured interviews conducted with first-year EFL students and CWE teachers.

The qualitative analysis revealed the following results: while the informants employed similar metacognitive, cognitive and affective strategies, they appeared to use more of these strategies yet with a higher frequency of cognitive ones in FL1 and FL2.

The quantitative analysis of learners' task production revealed that learners had the best proficiency level in L1 writing, FL2 coming in the second position, and lastly FL1.

As a result of the research findings, it proves essential to reconsider the teaching of EFL writing, emphasizing the writing process through explicit strategy instruction and more training at an early stage for a more efficient writing pedagogy.