Investigating Academic Writing Strategy Use in L1 and L2

This study is designed to determine English Language Teaching pre-service teachers’ first and second language academic writing strategy uses through a cross-sectional evaluation. It is also aimed to examine students’ perceptions, strengths and weaknesses in first and second language academic writing processes. Data was collected from 253 participants through a questionnaire, open-ended questions and interviews. The results revealed that strategy use is proficiency-dependent; the students with lower proficiency tend to use writing strategies more and planning strategies were used most frequently in both languages.