This study was intended to examine the correlation between students’ use of direct (memory, cognitive and compensation) and indirect (metacognitive, affective and social) as well as overall learning strategies of writing and their writing performance. To this end, the selected freshman program students of Hawassa University were made to fill in learning strategies of writing questionnaire, which included items on direct and indirect learning strategies of writing, and to take a writing test. The correlations were examined through Pearson product-moment correlation coefficient (r). To determine the strength of a correlation, the cut-off points suggested by Cohen were applied. Moreover, the coefficient of determination was computed to see the extent to which the students’ use of the learning strategies of writing predicts their writing performance. Thus, this research employed a quantitative-methods design. The Pearson r demonstrated that there was a strong positive correlation between the students’ use of direct and indirect as well as overall learning strategies of writing and their writing performance. The coefficient of determination also revealed that the students’ use of the learning strategies of writing predicts their writing performance at above 63%. Based on the findings, recommendations have been made.
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