English Writing Strategies Used by English Vocational Study Program Students in Tertiary Level

Abstract

This study investigates the writing strategies employed by vocational study program students in a state university in Bali, and the factors influencing their choices. Utilizing a sequentialmixed-methods approach, data were collected through questionnaires with 44 students and semi-structured interviews with 20 students. The quantitative findings reveal that metacognitive strategies are the most frequently used (Mean = 3.97), characterized by a strong emphasis on re-reading for clarity and self-revision. Compensation strategies follow closely (Mean = 3.91) as students simplify language to maintain communication despite linguistic gaps. In contrast, cognitive strategies recorded the lowest usage (Mean = 3.50), specifically regarding the use of formal grammar references (Mean = 2.70). Qualitative data indicates that these choices are driven by practicality and a need for efficiency, where students prioritize instant digital tools over traditional manuals. Additionally, the vocational context pushes students toward communicative survival strategies to meet the perceived demands of the professional world. These findings suggest that while vocational students are reflective writers, there is a significant shift away from formal linguistic accuracy toward functional efficiency.