Learning Techniques and Writing Processes Adopted by EFL University Students in a Writing Task

Abstract

The study aimed at investigating the learning techniques and the writing processes adopted by EFL university students in a writing task. A total of sixty senior university EFL students at Tafila Technical University, 30 males and 30 females, participated in the study out of 120 students who form the subject of the study. The instrument of the study was actually a writing task given to the sample of the study. After collecting the data and analyzing it, results showed that EFL university students at Tafila Technical University have adopted learning techniques while practicing the argumentative writing task, but in a rather low percentage where the highest mean was 0.75 for the metacognitive techniques. It was also found that there were no statistically significant differences in using the learning techniques due to the gender, except for the effective techniques which were in favor of females over males. Results also showed that there were no statistically significant differences in the writing skills adopted due to the gender since all students males and females used similar writing skills to finish the writing task. It was also found that there was no statistically significant differences in the writing skills used attributed to the students’ proficiency, except for the nature of revision in which the proficient and less proficient students implemented while finishing the writing task.