Writing Evolution: Assessing the Influence of Language Learning Strategies on EFL Algerian Lecturers
Abstract
English writing is a compulsory requirement for EFL Algerian University Lecturers; yet, there are many factors that hinder their good writing skill achievement. The present quasi-experimental study identifies the ways in which LLS enhances the writing skill of these teachers learning English at the Intensive Language Teaching Centre of Algiers 3 University. As the emphasis is made on implementation and success rate of various LLS, the research offers exhaustive coverage of how particular training would result in significant enhancements in the features of writing. The findings revealed that incorporating LLS into the English classes offered significant benefits, fostering better writing proficiency and overall language learning outcomes. It also disclosed that the two valued strategies were metacognitive and compensation. It finally emphasized the potential for targeted LLS training to address writing difficulties and promote advanced language development
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