Learning Strategies and Writing Processes of Proficient vs. Less‐Proficient 1 Learners of Arabic

Previous research in second language (L2) learning indicates that successful learners seem to use a wider variety of learning strategies than unsuccessful learners. This article reports the author's findings on the learning strategies used by 43 American learners of Arabic as a foreign language (AFL) in their writing tasks. The learning strategies were assessed through a process of introspection. While composing, students wrote down all techniques and procedures used to perform the writing task. The learners' strategies were tallied, classified, and analyzed. Analysis of the data shows that all learners — proficient and less‐proficient — were active users of different learning strategies to varying degrees. The findings demonstrate that the less‐proficient writers experienced a high level of anxiety and frustration, adopted a negative attitude toward writing, and did not show complete control and mastery of the language structures of AFL. As a result, their writing samples exhibit a low level of writing proficiency. That is, their writing skill was developing at a slow pace. In contrast, the proficient writers appeared to have controlled their anxiety level, were sure of their linguistic ability, and performed to their potential — as shown in their essays. Furthermore, a closer examination of the linguistic system used in the writing task showed that the linguistic system and rhetoric of the first language (L1) prevailed. Translation of L1 structures was evident in the learners' writing samples. However, proficiency in writing seemed to be evolving; the attempt to create with and imitate L2 linguistic structures was obvious in the learners' essays. This study identifies the writing techniques and procedures used by learners of AFL, as indicated by the learners' introspection. Implications for classroom instruction are discussed in the final section of the article.