This paper constitutes an attempt to study whether productive vocabulary size affects writing quality with writing strategy training as a moderator variable, and whether strategy training can improve writing quality when L2 learners do not have a large vocabulary. Sixty sophomores from two natural classes at the same proficiency level participated in this study. The control group with a larger vocabulary size did not receive strategy training. In contrast, the experimental group with a smaller vocabulary size was trained to use writing strategies such as planning. The sequence for strategy tra...
