Jhonny Richard Rodriguez Barboza, Geraldine Amelia Avila Sánchez, Flor de María Sánchez Aguirre, Elba María Andrade Díaz, Gliria Susana Méndez Ilizarbe, María Emilia Colichón Chiscul, Milagros María Erazo Moreno
DOI: 10.59427/rcli/2023/v23cs.1759-1765
This study aims to understand the impact of learning strategies on students’ ability to produce effective texts in English. Additionally, it seeks to identify the students’ discursive and functional competencies by analyzing their relationship with the use of learning strategies. The study follows a basic design with a quantitative approach, utilizing a hypothetical-deductive method and adopting a non-experimental correlational descriptive approach within a positivist paradigm.The relationship between learning strategies and the production of texts in English was examined among university students. The findings indicate that 18.6% of the participants always employ learning strategies, while 44.3% use them quite often. A significant portion of the students (47.14%) frequently utilize cognitive and control strategies. Additionally, 32.9% of the students sometimes employ learning support strategies. Regarding discursive and functional competencies, 35.7% of students demonstrate a regular level in both,while 31.4% display a good level in both competencies. Encouragingly, 40% of the students achieve a good level in text production, and 24.3% reach an excellent level. These findings provide valuable insights for the design of educational strategies. This study contributes knowledge and validity to the teaching of English as a foreign language and text production in the university context. It holds significant value by enhancing students’ English text production skills and preparing them to tackle communication challenges in diverse academic and professional settings.
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