LEGAL ENGLISH MAJOR STUDENTS’ SELF-ASSESSMENT OF USE OF ENGLISH WRITING STRATEGIES AT HANOI LAW UNIVERSITY
DOI:
https://doi.org/10.51453/2354-1431/2023/942Keywords:
self-assessment, writing strategies, writing assignments, rewriting activities, resourceful referenceAbstract
This study aimed to examine the self-assessment of use of English writing strategies by legal English major students at Hanoi Law University. The study employed a quantitative approach to gather data via Google form from 54 legal English major students who were in the course of 46 at Hanoi Law University in the second term of the academic year 2022-2023. The researcher-made instrument – 5-Likert scale survey questionnaire - was constructed based on the criteria set by Dornyei and Taguchi (2010) with the confidence level of Cronbach’s alpha (α = 0.76 – 0.95) of fairly high internal consistency. The results reveal that students do not pay serious attention to the preparatory writing stage, they are inclined to concentrate on fulfilling their writing assignments with the intention of getting their tasks through when investigating the while writing stage, and they also do not care about the rewriting activities by getting the comments from teachers or peer students in the after writing stage. The finding also points out that there is no difference between male and female students in the use of English writing strategies. This study would serve as the resourceful reference for teachers and students in terms of developing the writing skills.Downloads
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