International Journal of Research
Email this article Training in the Learning Strategies of Writing: Its Effects on different Ability Groups of Writing, User-groups of the Strategies and Gender with regard to Improving their Belief about Autonomous Learning of Writing
Abstract
This research was intended to examine if training in the learning strategies of writing brings significantly different effects on students of different ability groups of writing (high, medium and low), user-groups of the strategies (high-users, medium-users and low-users) and gender with regard to improving their belief about autonomous learning of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in the learning strategies of writing.
Data were collected through a five-point Likert Scale questionnaire. The research employed a quantitative-methods design. One-Way ANOVA computed revealed that there was a significant difference among the high, medium or low ability groups and among the high, medium or low user-groups of the learning strategies of writing with regard to improving their belief about autonomous learning of writing after receiving the training (F-value = 5.58 and P-value = .006 for the ability groups; F-value = 7.068 and P-value = .002 for the user-groups). The Post Hoc Tests computed demonstrated that the high ability group outperformed the low ability group (P-value = .006), and the high user-group surpassed the medium and low user-groups (P-values = .030, .003). Independent-Samples T Test computed indicated that there was no significant difference between males and females with regard to improving their belief about autonomous learning of writing after receiving the training (T-value = 1.694, P-value = .103).
Based on the findings, a recommendation has been made that training in the learning strategies of writing should be conducted by giving due attention to the low achievers and to the medium and low-users of the strategies, at least by minimizing factors that might make them not to benefit from the training, to improve their belief about autonomous learning of writing. Moreover, studies should be conducted to explore factors that make these students not to benefit from the training to improve their belief about autonomous learning of writing.
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