Self-access Strategy Instruction for Academic Writing Vocabulary: What Learners Actually Do

Abstract This paper describes a close-up investigation of four advanced language learners’ engagement with strategy instruction (SI) materials specially designed to enhance efforts fine-tune comprehension and production academic vocabulary. The learners first completed measure learning style, then provided introspective retrospective verbal report data log entries during after each interactive session the SI over an eight-week period. results showed that in these sessions heightened their awareness strategies for fine-tuning Issues also arose at vocabulary fine-tuning—such as doubting results, experiencing fatigue, perceived failure strategize effectively. study look complex interplay variables when were attempting extract insights from materials. In particular, illustrated how style preferences related selection writing. implications individualized approaches implementation teachers’ support L2 strategic performance are discussed.