The Effect of Strategy-Based Writing Instruction on EFL Learners Writing Skills
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة المنوفية - كلية التربية |
| المؤلف الرئيسي: | حسين، حسين الغمري محمد (Author) |
| المؤلف الرئيسي (الإنجليزية): | Hussein, Hussein El-ghamry Mohammad |
| المجلد/العدد: | مج29, ع3 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2014
|
| الصفحات: | 1 - 40 |
| ISSN: |
2357-0628 |
| رقم MD: | 703100 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
260
| LEADER | 02624nam a22001937a 4500 | ||
|---|---|---|---|
| 001 | 0096014 | ||
| 044 | |b مصر | ||
| 100 | |a حسين، حسين الغمري محمد |g Hussein, Hussein El-ghamry Mohammad |e Author |9 359224 | ||
| 245 | |a The Effect of Strategy-Based Writing Instruction on EFL Learners Writing Skills | ||
| 260 | |b جامعة المنوفية - كلية التربية |c 2014 | ||
| 300 | |a 1 - 40 | ||
| 336 | |a بحوث ومقالات | ||
| 520 | |b The present study investigated the impact of strategy-based writing instruction on Saudi EFL intermediate students’ writing skills. Out of three classes from Al-kuds intermediate school, two male third- year intermediate classes (class b and class c) were randomly assigned into the control group (N=32) or experimental group (N=33). Class (b), serving as a control group, were taught the course-book in the traditional method, while class (c), serving as an experimental group, were taught the same course-book, supplemented with the strategy- based writing instruction which included six types of strategies: cognitive, meta-cognitive, compensation, social, affective and multiple strategies. Both groups were pre-post tested using a writing test prepared by the researcher. Two hypotheses were formulated and tested. These results (confirmed) the importance of implementing the strategy-based writing instruction in EFL classrooms as it equips the learners with the writing strategies they need to perform their writing tasks successfully. In addition, it provides a scaffolding learning environment which encourages the learners to interact with their teacher and peers to share ideas, give and get constructive feedback. It also enhances the learners’ self-confidence as the feel they are armed with something to start with, instead of facing a blank sheet at the beginning of the writing process. Moreover, the strategy-based writing instruction enables the learners to conceive writing as a recursive process which entails flexible and purposeful movement through the three stages of writing (the pre-writing stage, the writing stage and the post-writing stage). | ||
| 653 | |a تعليم اللغة الإنجليزية للناطقين بغيرها |a المتعلمون |a مهارات الكتابة | ||
| 773 | |4 التربية والتعليم |6 Education & Educational Research |c 007 |e Faculty of Education Journal |f Maǧallaẗ Kulliyyaẗ Al-Tarbiyyaẗ Ǧāmiʻaẗ Al-Minufiyyaẗ |l 003 |m مج29, ع3 |o 0263 |s مجلة كلية التربية |v 029 |x 2357-0628 | ||
| 856 | |u 0263-029-003-007.pdf | ||
| 930 | |d y |p y |q y | ||
| 995 | |a EduSearch | ||
| 999 | |c 703100 |d 703100 | ||
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