Writing Skill Learning Strategies among Non- Native Arabic Speakers in Jordan

Mohammed Ali  Alkhawaldeh; Thaer Bassam  Barasneh

doi:10.35516/edu.v50i1.4613

Authors

Mohammed Ali Alkhawaldeh Faculty of Education, Yarmouk University, Jordan https://orcid.org/0000-0002-3951-3802
Thaer Bassam Barasneh Ministry of Education, Jordan https://orcid.org/0000-0002-0611-8523

DOI:

https://doi.org/10.35516/edu.v50i1.4613

Keywords:

Writing skill, writing learning strategies, cognitive strategies, metacognitive strategies, socio/ affective strategies, chinese students

Abstract

Objectives: The study aimed to, at determine the most common, frequently writing learning strategies among non-native Arabic speakers in Jordan and whether differences in their use according to variables like gender and study level were statistically significant.

Methods: The researchers developed a scale of thirty items, divided into cognitive, metacognitive, and socio-affective strategies, to accomplish the study's objectives. The measure was used with (120) Chinese undergraduate students at Jordanian and Yarmouk universities studying Arabic language and its literature.

Results: According to the study's findings, socio/affective techniques were used by high-level students more frequently than cognitive and meta-cognitive ones. The findings also indicated that there was a statistically significant difference due to the gender variable on students' rates of socio-affective strategies in learning writing skill, favoring females, and that there was a statistically significant difference due to the study level on their rates of cognitive and meta-cognitive strategies, favoring third-year students and above, but less favoring second-year students in socio-affective strategies.

Conclusions: Several recommendations were made in light of the study's findings, including urging non-Arabic speakers to adopt writing skill learning strategies, particularly cognitive and metacognitive ones.

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