Hope-infused writing strategy instruction: Moving towards EFL writers with "skill and will"

14 November 2022, Version 1
This content is an early or alternative research output and has not been peer-reviewed by Cambridge University Press at the time of posting.

Abstract

The “skill plus will” nature of learning has been widely acknowledged. Yet not many studies have given learners’ willpower rightful places in addition to skill when designing and evaluating EFL pedagogical approaches. This project hence proposes to conceptualise the “will” element as “hope”, and employ the notion of “language learning strategy” that actualises “skill”. It then develops an integrated pedagogy, i.e., hope-infused writing strategy instruction, for real-life classroom settings. Through a mixed-method, quasi-experimental design, the hope-infused strategy instruction was found to significantly improve students’ writing performance (including task response, grammar, vocabulary, coherence and cohesion, and idea originality), strategy use, and hope, compared to normal teaching routines. Yet, its relative effectiveness to the traditional strategy instruction only lied in facilitating students’ beliefs in the teacher’s capabilities of helping them nurture writing and moving away from beliefs in innate abilities for EFL writing development that cannot be compensated for by the practice.

Keywords

Hope Theory
Strategy instruction
EFL writing
Positive Psychology
Pedagogy
Language learning strategy

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