title: Multiple goals, writing strategies, and written outcomes for college students learning English as a second language.
abstract: This study examined relations of achievement goals of writers who are speakers of English as a foreign language (EFL), the frequency of their writing strategy use, and the quality of their writing from a multiple goals perspective. The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance (Group 3) goal. Think-aloud protocols indicated that the participants adopted 21 strategies in an argumentative writing task, classified into five categories. Group 1 was found to use writing strategies of monitoring or evaluating, revising, and compensating significantly more often than the other two groups, and produced better essays. Strong mastery and performance-approach goals might be beneficial for EFL college writers.
authors.affiliation: Department of Children English Education, National Taipei University of Education, Taiwan. the@tea.ntue.edu.tw
authors.forename: Tung-Hsien
authors.initials: TH
authors.lastname: He
authors.forename: Shan-Mao
authors.initials: SM
authors.lastname: Chang
authors.forename: Shu-Hui Eileen
authors.initials: SH
authors.lastname: Chen
mesh_terms: D000124:Achievement; D001240:Aspirations, Psychological; D005260:Female; D006040:Goals; D006801:Humans; D007206:Individuality; D008297:Male; D008960:Models, Psychological; D009042:Motivation; D019303:Multilingualism; D011340:Problem Solving; D012660:Semantics; D013334:Students / Q000523:psychology*; D013850:Thinking; D014956:Writing; D055815:Young Adult