Mahboobeh Mirali - State University of Kashan, Kashan, Iran
Abbas Zare-ee - Faculty of Foreign Languages, English Department, State University of Kashan, Kashan, Iran

This study aims to provide a picture of the frequency with which second language learners employ writing strategies. Several factors (e.g. age, sex, language proficiency, motivation, etc.) inherent in the learner have been found to account for the use or choice of language learning strategies. As a primary objective, this studyalso intends to investigate the relationship between second language writing strategies and learner variables of EFL learners with special reference to age, gender, and personality types (extroversion-introversion) to examine what implications these associations have for teaching second language writing skill in the Iranian universityacademic contexts. The subjects were 50 EFL learners enrolled in a four-year English major (translation or literature) at the State University of Kashan. Personality data were collected via Reza Khani’s Extroversion- Introversion Questionnaire. The writing strategy data were gathered through Petric and Czarl’s writing strategy Questionnaire Data analysis included mean frequency ratings, standard deviation, One-way analysis of variance (ANOVA) and the independent samples t-test. The results showed the difference in writing strategy use among learners. The findings also indicated that these writing strategy choices were closely associated with their gender, personality types showing introverted learners tend to use some strategies more frequently than extraverted learners. Based on the findings in the current study, this thesis strongly suggested that EFL pedagogies should pay attention to the complexity of writing instruction and the variables that make a significant contribution to learning and teaching second language writing skill in universities of Iran. Nonetheless, further research needs to be conducted in this area.

Second language learning writing strategies, writing skill, extroversion, introversion