This study focuses on how writing strategy use develops during a university English language training program with an expectation to provide language learners and teachers new effective writing strategies, activities, guidance both in class and out of class to enhance students’ English writing proficiency in a non-English speaking environment.
What makes the difference among language learners in their writing strategy use to enhance writing proficiency? How does learners' writing strategy use develop within a four-year English language training program? Is there a consistency between language teachers' belief on strategy-based instruction and their actual teaching practice to encourage learners' writing proficiency? This triangulation-mixed-method study with an innovative cross-sectional analysis design focuses on these three theoretical gaps on language learning strategy research field and contributes to the trend of research on strategy use combined with learner autonomy in EFL learning and teaching. The study was conducted in Vietnam, where English is as a foreign language and language students have difficulties in performing English writing skills although the English language teachers there have acknowledged the important role of language strategy use and learner autonomy in improving students' writing proficiency. Quantitative data were collected via questionnaires delivered to 450 Vietnamese undergraduate students (four cohorts) studying English Education and English Language at a university in Vietnam and 25 English teachers teaching English major classes in the same university. Qualitative data was collected via two interviews, classroom observations, students' journal entries and students writing assignment from 16 students (four from each cohort) and four teachers (one from each cohort) selected from questionnaire participants. Quantitative data was factor analysed in term of writing strategies used in writing assignment. The findings of the study will be presented in the conference presentation with an expectation to provide language learners and teachers new effective writing techniques, strategies, activities, guidance both in class and out of class to enhance students' English writing proficiency in a non-English speaking environment.
