Résumé

This descriptive study aims at probing students’ viewpoints about the use of Language Learning Strategies (LLSs) particularly the cognitive and socio-affective ones to improve their writing skill in the EFL classroom at the English Department in Souk-Ahras University. We opted for a mixed methods approach to collect both quantitative and qualitative data. Firstly, a questionnaire was administered to 50 third year students. Secondly, the research involved in-depth semi-structured interviews conducted with 5 teachers chosen on purpose and 6 students selected randomly. The obtained quantitative findings unearthed that the majority of students got resort to using LLSs especially cognitive and socio-affective ones when they write. Moreover, our qualitative results unveiled that both students and teachers shared the same view that 3rd year students got recourse to LLSs. Yet, based on these findings, further experimental research is encouraged in this perspective to investigate in more details the LLSs including a large sample size of teachers to get clear insights about these strategies and how they can improve students’ writing skill and more importantly allow them to succeed in producing meaningful writing in terms of form and content.

Information

Item Type:	Master
Divisions:
ePrint ID:	4573
Date Deposited:	2023-11-19
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/fr/publication/article/4573

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