A Discussion on College Student Writers’ Writing Awareness, Writing Strategy Use, and the Interrelatedness of Both

This study explored student writers’ writing awareness and patterns of writing strategy use, identified the interrelatedness of both, and derived educational implications. To this end, it conducted both statistical and interpretive analyses, and collected quantitative and qualitative data from 24 undergraduate students using semi-structured questionnaires and reflective essays. The statistical analysis revealed that the relationship between writers’ writing awareness and their use of writing strategies was not statistically significant. This finding suggested that, at least in the case of “planning strategies” and “revision strategies,” writers may choose strategies based on their preferences, habits, or tendencies. However, interpretive analysis indicated that students held ambivalent perceptions—both positive and negative—of writing, which influenced their selective use of writing strategies. Moreover, fixed perceptions of writing strategies can lead to inefficient strategy usage. Conversely, students actively employed various writing strategies based on their unique perceptions of writing. These findings highlight the need for a tailored educational approach that considers individual writers’ general and situational writing awareness to enhance their writing education. Rather than merely adopting the strategies of skilled writers, students should be encouraged to reflect on their own writing strategies and develop self-regulation to further refine them. Additionally, writing education should incorporate diverse content and strategies to accommodate the wide range of writing approaches employed by students.