![]() ![]() Introduction Foreign Language English Writing Conclusions and pedagogical implications of the findings are discussed. It is postulated and may be the subject of future research that the positive impact on students’ L2 composing skills will be transferable to their L1. These results speak to the practical effectiveness of explicit writing instruction to improve the story composition skills in grade 5 and 6 EFL learners. In addition, the improvement of writing quality was obvious for the below average, as well as, for the average and the above average students, supporting the notion that there was an improvement irrespective of the students’ level. They also revealed a significant improvement in their writing quality and length, whereas no meaningful changes appeared in the control group. The students in the experimental group outperformed the ones in the control group in all writing assessments (pertaining to text quality and length). Data analysis yielded statistically significant differences between experimental and control conditions. The aim of the present study was to examine the effects of a writing intervention program (based on the strategies “POW” and “It was postulated that explicit instruction would have a positive impact on students’ writing skills. Explicit instruction enhances development in each of these areas. 4School of Physical Education and Sport Science, National and Kapodistrian University of Athens, Athens, GreeceĮducational research has shown that a high ability to use effective strategies, a broad fount of metacognitive knowledge, and fostering of adaptive beliefs about writing lead to better text production performance.3Department of Primary Education, School of Education, University of Crete, Rethimno, Greece.2Department of Special Education and Rehabilitation, Faculty of Human Sciences, University of Cologne, Cologne, Germany. ![]() 1Faculty of Education, The University of British Columbia, Vancouver, BC, Canada.Tsiriotakis 1*, Matthias Grünke 2, Ioannis Spantidakis 3, Eleni Vassilaki 3 and Nektarios A. ![]()
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