The Effects of Training in the Learning Strategies of Writing in Improving Students’ Use of the Strategies: A Study on Hawassa University Students

This research was intended to examine the effects of training in the metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected freshman program students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point Likert Scale questionnaire. Paired-Samples T Test computed to compare the pre and post-training mean scores of the students with regard to using each of the three groups of the learning strategies of writing demonstrated that the training significantly improved the students’ use of each of the three groups of the learning strategies of writing (t-values > -10.72, p-values =.000). Moreover, the results of the interview revealed that the students thought that the training made them learn the importance of the strategies to improve their writing skills and thus they continued to employ the strategies appropriately in and outside class to help them successfully accomplish their writing tasks. Based on the findings, recommendations have been made.