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<p style="text-align:justify;">The present study investigates the writing strategies used by 135&nbsp;Indonesian English Foreign Language undergraduate students with different&nbsp;English proficiency and the relationship between their English proficiency,&nbsp;indicated by students’ receptive vocabulary knowledge, and the quality of text&nbsp;they produced. The writing strategies&nbsp;questionnaire by Petrić and Czárl (2003) was used to analyze participants’ use&nbsp;of strategies in the three stages of writing: pre-writing, drafting, and&nbsp;revising. Each item in the questionnaire was rated on a 5-point Likert scale.&nbsp;The Vocabulary Size Test (Nation &amp; Beglar, 2007) was used as an indicator&nbsp;of participants’ proficiency in English. The participants were also asked to&nbsp;write an essay in English, which was assessed using the ESL Composition Profile&nbsp;of Jacob et al. (1981). The results of the data analysis showed that most of&nbsp;the students applied 15 of the 38 strategies referred to in the questionnaire.&nbsp;Results also indicate no significant differences in the choice of strategies between students with high versus low English proficiency levels. However,&nbsp;participants’ vocabulary size had only a weak positive correlation with their&nbsp;writing quality. The findings aim primarily to inform Writing courses in&nbsp;English Education majors in Indonesia, though they may also be useful for other&nbsp;English learning contexts.</p>

Writing Strategies Used by Indonesian EFL Students with Different English Proficiency

Original Research 

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<p style="text-align:justify;">Supra-segmental features&nbsp;refer to various forms of intonation and how words and sentences are uttered.&nbsp;Such features challenge meaning and comprehension, too. Despite the importance&nbsp;of these features and their reported association with phonological awareness&nbsp;and linguistic comprehension, their effects on reading comprehension have not&nbsp;been explored. The current work investigated the impact of a remedial program&nbsp;on Persian and English reading comprehension of a group of English language&nbsp;learners (N=30 divided into experimental and control groups). The measurements&nbsp;tested the components of reading comprehension based on the Simple View of&nbsp;Reading (SVR). Additionally, supra-segmental features were assessed by&nbsp;Profiling Elements of Prosody (i.e., supra-segmentals) in Speech-communication&nbsp;(PEPS) in both languages. As a result, English and Persian elision and also&nbsp;Persian listening were affected by teaching supra-segmental features. Assessing&nbsp;the transfer of linguistic skills revealed that Persian listening and knowledge&nbsp;of supra-segmentals, in particular, recognizing short syllables and awareness&nbsp;of stress position in a sentence, contribute to English reading comprehension.&nbsp;It indicates that reading and listening comprehension are affected by similar&nbsp;cognitive processes that may lay in the knowledge of supra-segmentals. The&nbsp;findings also suggest that simpler systems of supra-segmentals are more likely&nbsp;to transfer. Pertinent pedagogical implications were presented, as well.&nbsp;</p>

Impact of Supra-segmental Features on Reading Comprehension in First and Second Language: A Comparative Study of Iranian EFL learners

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