This study investigated how much variation in narrative writing fluency can be explained by the predictor variables namely age, residence and fluency in argumentative writing. The participants were 92 Malay bilingual learners aged 8 to 13 years old and living in United Kingdom (UK) or Malaysia. Both groups wrote two different writing tasks differing in genre for the purpose of the study. A multiple regression was run to predict the fluency in narrative writing from age, fluency in argumentative essay and location of residency. The multiple regression model statistically significantly predicted fluency in narrative writing F(3,88)=61.898, p<.0005, adj. R2=.668. All four variables added statistically significantly to the prediction, p>.05. The findings are discussed in light of the factors contributing to the fluency in writing among bilingual learners.
Developing EFL Learners’ Narrative Writing Through Using Short Stories- The Case of Al-Baha Universiy Students (Published)
The current study is intended to help enhance Saudi university students to develop writing narrative essays and promote story telling skills. The study attempts to explore the correlation between teaching short stories and improvement of the students’ narrative writing. The objective of this paper is to relate teaching short stories and its efficiency in improving EFL Learners’ narrative essay writing. Two selected short stories were used in this study as supporting material. 60 students have participated 30 students in the experimental group and 30 in the control group by adopting test retest method. Pre-test is used as a diagnostic test and post-test after student being taught the selected material. The researcher used SPSS to analyze the collected data. The analysis of the tests’ result shows that students have developed their narrative writing techniques. This indicates that using short stories in the EFL class room positively contributes to the progress of the students’ narrative writing