Students' language learning styles and writing strategies, process and revision

This study aimed to find out the language learning styles and writing strategies, process and revision among ninety (90) Bachelor of Arts in English Language (AB-EL) students at the Visayas State University (VSU). Data were gathered using two questionnaires. The first was a survey on English language learning styles adopted from DeCapua et al (2005). The second was a self-report on writing strategies, process and revision adopted from Soltani and Kheirzadehb (2017). Data were checked to determine consistency, accuracy and completeness before coding and organizing, and were analyzed using descriptive statistics. To determine relationship between and among variables, the Spearman's Rho correlation analysis was employed. From the first set of respondents composed of forty-three (43) Junior AB-EL students, results showed that 15 (30%) of them were "very good" and 28 (70%) with "good". No students went "fair" with their English language learning styles. The top 5 language learning styles of the respondents were: 1) I understand better when I read instructions; 2) When I study alone, I understand better; 3) When the teacher tells me the instructions, I understand better; 4) I learn best in class when I can participate in related activities; and 5) When I work alone, I learn better. From the second set of respondents composed of forty-seven (47) graduating AB-EL students, results showed that the respondents scored "very good" in writing strategies, "good" in writing process, and "very good" in writing revision based upon their perception when they do a writing task. Findings also revealed that there is a significant relationship between and among the three variables, namely: writing strategies, process and revision. This implies that the three variables are much related to one another since effective writing calls for a combination of these writing skills. However, it would be better for the students to master first writing strategies and process since they are the basic functions of expressive writing.