Learner writing strategies of Seychellois ESL (English as a second language) secondary school students: A sociocultural theory perspective

This study examined the writing strategies that ESL Seychellois learners use when given a joint writing task in a group work situation in class. There has been an increase in research on second language writing strategies that second language learners engage in while writing however, writing strategy research from a sociocultural perspective is limited and is often based on self-reported data. This research contributes to the literature by using a sociocultural theory framework and examined writing strategies of Seychellois ESL students by making use of observation, field notes, and audio-recording of group interactions. Evidence suggests that students made use of five types of strategies: brainstorming, use of the mother tongue, peer-scaffolding, use of background knowledge, and use of humor. While three of the five strategies (brainstorming, use of mother tongue, peer-scaffolding) have been discussed in earlier studies, using background knowledge, in particular, use of film knowledge and humor are additional strategies evident in this particular study. The study adds important evidence to the reconceptualization of writing strategies from a sociocultural perspective. For example, students' “cognition did not only exist within the confines of their bodies, but also in the sociocultural context” (Lei, 2008 p. 230).