Transformation of Learning and Writing in English: An Analysis of Strategies and Competences in Peruvian University Students

Abstract

The research seeks to understand how learning strategies impact students' ability to produce effective texts in English. It also aims to identify the discursive and functional competencies of students by analyzing their relationship with the use of learning strategies. The methodology is basic in type, with a quantitative approach, hypothetical-deductive method, non-experimental correlational descriptive design, and positivist paradigm. As a result, the relationship between learning strategies and the production of texts in English was analyzed in 270 university students. 18.1% always use learning strategies, with 43.3% using them quite often. A considerable group that frequently employs cognitive and control strategies was identified, representing 30.17%. Furthermore, 22.59% sometimes employ learning support strategies. In terms of discursive and functional competencies, 25.7% present a regular level in both, while 40% show a good level in both competencies. Encouragingly, 24.3% achieve an excellent level. These findings offer valuable information for the design of educational strategies that can improve how university students consolidate their learning through appropriate cognitive and control strategies and by improving their study habits. This study presents significant value in enhancing English text production skills and preparing to face communicative challenges in various academic and professional contexts.