Efl Undergraduate Students’ Cognitive Strategies In Process-Based Essay Writing

Abstract

The purpose of this study was to investigate the use of EFL undergraduate students’ writing strategies in English essay writing. This research used a cognitive theory to examine the process of writing. The two participants were students of the English language education department batch 2019 in a private university in Yogyakarta who have completed their processes-based essay writing final project when the study was conducted. They approved the informed consent as participants in this study with qualitative research, semi-structured interviews were conducted as data collection technique. Results indicated that the use of writing strategies in the essay writing process by Rara and Kevin (the participants’ pseudonym) are similar, they are more focused in formulating their position statements in planning, generating texts, and revising and editing their texts, such as revising, checking vocabulary and fixing grammar to make it easier for readers to understand.