| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 102 === The aims of this study are twofold: first, it aims to investigate the strategy use patterns of advanced EFL adult writers, and, second, it intends to explore the underlying reasons for the writers to choose distinctive strategies and the impacts of strategy use patterns on text quality. To achieve these goals, four skilled writers with homogeneous writing proficiency were invited to participate in this study. To begin with, the participants received think-aloud training and then be required to apply this technique to perform writing tasks. Then stimulated recall was carried out and audio-recorded. After that, the recorded protocols were transcribed and coded into strategies according to an established coding scheme in order to identify patterns of strategy use. Findings are significant because they illuminated advanced EFL writers’ strategy use patterns and their underlying reasons for the link between the use of two subsequent strategies. Also, they illustrated how follow-up strategies and strategy use patterns impacted text quality. Relying on the information, researchers better understand why adult EFL writers compose their writing in such a particular fashion, becoming more able to provide insightful suggestions for EFL writing pedagogy.
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