A Sociocognitive Study of Writing Strategy Use Among EFL Writers at a University in Saudi Arabia and How Proficient and Less-Proficient Writers Employ Them Differently

Abstract

Cognition is central to writing and its development (Nishino & Atkinson, 2015). It is embodied and influenced by social factors. Cognition, the writer, and the context are intertwined elements in any writing activity. Therefore, they are important elements to consider when examining writing strategies, especially in contexts where social factors play an important role in strategy use, such as in the Saudi context. Other factors, such as textual elements like writing genres and the level of writing proficiency, also influence the employment of writing strategies. Although there is a considerable body of research on writing strategies, little is known about EFL writers’ sociocognitive writing strategies. EFL students now interact with various technological tools, writing assistance tools, and AI tools to facilitate, scaffold, and improve their writing. Researchers need to explore what mediation tools students use and what factors influence their use. This research helps to identify which tools are most effective in helping EFL students improve their writing. Furthermore, it provides insights into how technology can be used to improve writing instruction. Previous research on writing strategies has explored cognitive writing strategies solely and separately from social contexts (Arliyanti & Hapsari, 2022; Alharthi, 2012; Alhaisoni, 2012). Other studies have investigated the mediating strategies used by writers to facilitate the writing process (Lei, 2008; Kang & Pyun, 2013; Lei, 2016). This study addresses the call to investigate L2 writing from multiple social and cognitive perspectives and examine the influence of sociocognitive factors on writing strategies (Atkinson, 2002; Hosseinpur & Kazemi, 2022; Overstreet et al., 2023). Specifically, this study has explored how EFL writers mediate cognitive loads through sociocultural affordances that involve interaction with human and non-human resources (Atkinson, 2011; Cumming, 2016). By reconceptualising L2/EFL writing as a sociocognitive activity (Atkinson, 2014), the study aims to understand the current EFL writing strategies employed by proficient and less-proficient students. Additionally, the study explores contextual and textual factors and how they influence EFL Saudi students’ writing strategies. Considering the study’s objectives, the researcher used an interpretive qualitative approach. A number of research instruments were used, including semi-structured interviews, stimulated recall, writing strategies logs and diaries, and written texts. Sixteen undergraduate EFL students at medical college participated in semi-structured interviews, and seven of the 16 also participated in the stimulated recall interviews. Only eight out of 16 participants agreed to complete the research process, including writing strategies logs, diaries, and two types of written texts. Based on their writing proficiency test results, the eight students were classified as four proficient and four less-proficient writers. Abductive reflexive thematic analysis was applied to analyse the data. The findings indicate that proficient and less-proficient EFL writers employed various writing strategies to mediate cognitive loads and facilitate the writing process, including interaction with tools, people (e.g., teachers, peers, and friends) and non-human resources. Although the two groups of writers had similar academic and professional writing goals, their writing strategies differed and were influenced by linguistic (English language and writing proficiency levels), contextual and textual factors. The findings stress the interplay between students’ cognitive mediation strategies and social factors, including their learning writing history, social goals, and the social environment, such as writing in the classroom or at home. Furthermore, textual factors, including the writing genre, were found to significantly influence the use of writing strategies. Additionally, writer-related factors, such as language and writing proficiency, provided contextual insights that complemented the influence of textual factors. The study contributes to the L2/EFL writing strategies field by developing a theoretical framework for examining EFL writing strategies based on previous learning and writing theories. It emphasises that cognition, writers, and contexts are inseparable elements in any writing act. The study also offers pedagogical implications and recommendations for teachers and curriculum designers. Finally, the thesis addresses the study’s limitations and offers suggestions for future research.