How Can the Hayes and Flower’s (1980) Model of the Composition Be Applied to the Second Language Writers? —Based on an Analysis of the Characteristics of the Model

Abstract

Prioritizing the acquisition of fundamental writing skills among students is imperative. However, it is equally crucial to allocate significant attention towards imparting metacognitive understanding of ideation and fostering the capacity to monitor one’s own progress. The study’s results indicate that the acquisition of knowledge, its translation into writing skills, and its application to writing tasks necessitate repeated and extensive training. Thus, it is imperative to possess a comprehensive comprehension that the process of augmenting the compositional proficiencies of students is a protracted and arduous undertaking. This is due to the possibility of the procedure requiring a significant amount of time. The inquiry at hand pertains to the feasibility of utilizing the Hayes and Flower model of composition in the context of second-language writers.