A Survey Of Writing Strategies Of Thai And Indonesian Students With Intermediate Chinese Level

This study investigates and studies the use of writing strategies by Thai and Indonesian students with intermediate Chinese proficiency through questionnaires and text analysis.According to the previous research and summary on the theoretical framework of writing strategies,the author divides writing strategies into three stages,preparation stage strategy,drafting stage strategy and revision stage strategy.This paper investigates and analyses the use of Chinese writing strategies by Thai and Indonesian students,and makes a correlation analysis between the use of these strategies and the writing texts.The results are in the following:Firstly,Thai students with intermediate Chinese proficiency use writing strategies most frequently in drafting stage.From the perspective of the frequency of specific writing strategies,Thai students attach importance to the accumulation of language elements in language strategies in the preparation stage,the use of tool strategies in the drafting stage and the review and inspection of articles in the revision stage.The most significant differences in writing strategies were found between male and female students at the drafting stage.Secondly,Indonesian students with intermediate Chinese proficiency use writing strategies most frequently in the preparation stage.From the perspective of the frequency of specific writing strategies,Indonesian students attach importance to the examination requirements in the review strategy in the preparation stage,the same high frequency in the drafting stage to use tool strategies to write and in the revision stage to attach importance to composition feedback and teachers’ comments.The difference of writing strategies between male and female students is most obvious in the drafting stage.Thirdly,in the comparison of writing strategies used by Thai and Indonesian students,the items with significant differences are self-reward and positive feedback strategies in modifying emotional strategies,and monitoring strategies in metacognitive strategies.The frequency and dispersion of the three writing strategies of Thai students are higher than those of Indonesian students.In addition,this paper collects and analyses the composition texts of Thai and Indonesian students with intermediate Chinese proficiency,and finds that the use of some writing strategies can promote Chinese writing,while the use of some writing strategies will affect the improvement of Chinese proficiency.Finally,on the basis of the above results,this paper puts forward some suggestions on learning and teaching Chinese writing for Thai and Indonesian students.With the guidance and help of teachers,students can form good habits of using strategies and use writing strategies correctly and efficiently.