چكيده
This study investigated the use of language learning strategies in writing coherently and cohesively by Iranian EFL students. It also attempted to explore associations between gender and use of language learning strategies in writing coherently and cohesively. A sample of 150 Iranian EFL learners who were all English language learners at different High Schools participated in this study. Two instruments, Oxford Placement Test (OPT) and Oxford’s (1990) SILL questionnaire were used to collect data. Two classes of high achievers and low achievers in each male and female school were chosen as experimental groups. Two classes of high achievers and low achievers in each male and female school were chosen as control group. Thus, a pretest was given to both experimental and control groups. It was designed to assess students’ cohesion and coherence in writing. Then, language learning strategies in the case of cohesion and coherence were taught to experimental groups. At the end of four months, a posttest was given to both experimental and control groups. At the end, the questionnaire was given to the learners. Their questionnaire was translated to Persian for best performance. They answered them according to their performance in writing and not their willing. The data analysis, through one-way ANOVA, revealed that there is a significant difference between the averages of High Achievers learning strategies in each gender group; which indicates that the difference between the averages of High Achievers learning strategies is meaningful. Further, the results of Duncan's post-test show that the memory strategy has been most used. The findings of the present study suggest that Learning Strategies focused writing had a significant effect on students writing scores and cohesion and coherence in their writing. Therefore, the treatment had a positive effect on participants’ writing achievement and it boosted their writing ability. The results of the study indicated that if languages institutes gave priority to their students’ learning strategies, it can improve students overall writing strategies. Therefore, it is hoped that instead of only assigning students to write in traditional classes, classroom teachers will consider the potential writing strategies as one of the key stages in the writing process in promoting the EFL learners’ knowledge of cohesion and coherence.
