AN ANALYSIS OF THE USE OF WRITING STRATEGIES AMONG STUDENTS OF DIFFERENT PROFICIENCY LEVELS

Abstract

This article analyzes the differences in the use of writing strategies among student groups with varying proficiency levels (Good-Excellent, Average, Poor) after being taught these strategies. The study involved 81 third-year students from the French Department at University of Foreign Language Studies, the University of Da Nang. The research results demonstrate that students have increased their application of writing strategies in their learning process, attributed to both knowledge imparted and the encouragement received  to utilize these strategies. This suggests that instruction in writing strategies fosters positive learning awareness and behaviors among students. However, the study also reveals a notable flexibility in writing strategy selection among the Average and Poor groups, in contrast to the tendency the Good -Excellent groups to concentrate on specific strategies. This indicates that the choice of writing strategies are influenced not only by proficiency levels but also by individual learning styles.