The Effect of Explicit Writing Instruction on EFL Students' Writing Performance: A Case Study
Academic writing is a crucial skill for university students, with argumentative essays being a fundamental form of written expression. Despite various instructional approaches, students, particularly those with lower foreign language proficiency, continue to struggle with essay writing. Grounded...
| Published in: | Human Research in Rehabilitation |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
| Published: |
Institute for Human Rehabilitation
2025-09-01
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| Subjects: | |
| Online Access: | https://human.ba/wpdm-package/full-text-342/?ind=1756634756353&filename=1756634756wpdm_Article_14.pdf&wpdmdl=2313&refresh=68b43138d19dc1756639544 |
| Summary: | Academic writing is a crucial skill for university students, with argumentative essays
being a fundamental form of written expression. Despite various instructional approaches,
students, particularly those with lower foreign language proficiency, continue to struggle
with essay writing. Grounded in the socio-cognitive theoretical framework and metacognitive
strategies, this study examines the impact of explicit writing instruction on English major
students. It explores the effectiveness of strategies such as modelling, practice with feedback,
and independent practice in enhancing students’ essay-writing performance. A total of 110
argumentative essays, produced by experimental and control groups over one semester,
were analysed. The findings reveal a statistically significant improvement in overall writing
performance across seven assessed criteria, though not all elements improved equally. The
results underscore the necessity of teaching essay writing explicitly, demonstrating that
explicit instruction is an effective approach to enhancing academic writing skills among
university students. |
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| ISSN: | 2232-9935 2232-996X |