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Text memorization: An effective strategy to improve Chinese EFL learners' argumentative writing proficiency
1School of Humanities and Foreign Languages, Xi'an University of Technology, Xi'an, China.
Frontiers in Psychology
|April 21, 2023
Summary
Memorizing English texts significantly improves Chinese English as a Foreign Language (EFL) learners' argumentative writing skills. Understanding text content before memorization is crucial for effective learning and enhanced writing proficiency.
Area of Science:
- Second Language Acquisition
- Applied Linguistics
- Educational Psychology
Background:
- English as a Foreign Language (EFL) learning presents challenges in developing writing proficiency.
- Text memorization is an under-explored strategy for enhancing EFL writing skills.
- Understanding the cognitive processes involved in text memorization is key.
Purpose of the Study:
- To investigate the impact of text memorization strategies on Chinese EFL learners' English argumentative writing.
- To analyze the text memorization process and identify effective strategies.
- To develop a framework for text memorization strategies to improve EFL writing.
Main Methods:
- Administered seven text memorization tests, a pre-test, and a post-test to 33 Chinese English majors.
- Collected data on memorization outcomes and English argumentative writing proficiency.
- Conducted interviews with 12 top-scoring students to understand their memorization processes.
Main Results:
- Text memorization significantly improved EFL learners' argumentative writing proficiency.
- The majority of learners prioritized understanding content before storage during memorization.
- Varied strategies were employed, with understanding preceding storage being common.
Conclusions:
- Text memorization is a beneficial strategy for enhancing EFL argumentative writing skills.
- Learners' cognitive processes in memorization involve understanding before storage.
- A novel system of text memorization strategies is proposed for educators and researchers.
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