Students reported using a wide variety of strategies to accomplish their L2 writing goals. Overall, students engaged in planning and monitoring strategies, indicating that university students were well prepared to begin and carry out L2 writing. Contrarily, review strategies (e.g., seeking help, reflecting, and selfediting) were used more often by students that consider themselves proficient writers. In stark contrast, students that regularly practiced translation strategies reported
low levels of writing proficiency as indicated by the study’s model.
Review strategies were also associated with perceived benefits with online writing activities
(e.g., wikis contributions, forum discussions, and blogs), indicating that students
who reported utilizing editing, redrafting, and help-seeking strategies were more likely to recognize benefits with online writing activities.