Measuring the Effects of Web-Based Pre-Writing Activities on EFL Learners’ Writing Performance (Published)
Adopting pre-writing activities to support and improve writing skill is widely recognized by the language practitioners as a beneficial micro-skill. Based on this, the current study aimed at finding the effect of the prewriting activities when they are done online such as diagramming, mapping outlining combined with traditional in-class writing instruction on helping EFL learners brainstorm, plan, organize and write. The study consists of two groups: experimental and control. The experimental group was taught by a combination of web-based prewriting activities and the traditional in-class writing instruction. The control group was taught by traditional in-class writing instruction based on the textbook only. The experimental design was utilized, with pre-posttest to compare the writing performance of the two groups of the study. T-test analysis results showed that there were significant differences in students’ writing competency between the two groups in favor of the experimental.
The Effect of Holistic and Discrete Tasks on English Writing Performance of Students with Different Learning Styles (Published)
This factorial experimental study investigated the effect of tasks (holistic dan discret) and learning styles (visual, auditory, dan kinaesthetic) on students’ English Writing Performance (EWP). The experiment applied factorial design 2×3 with amount of sample 150 students taken randomly stratified from three junior high schools at Buton Regency, Indonesian during school-year 2014/2015. The research hypotheses were tested using two ways of analysis of variance and continued with Tuckey test. The results of the research revealed that: (1) EWP of students given holistic tasks was higher than EWP of students given discrete tasks; (2) statistically, there was no significant difference on EWP of visual students, auditory students, and kinaesthetic students; (3) there was any interaction effect on giving tasks and learning styles on students’ EWP; (4) visual students given holistic tasks reached higher EWP than those given discrete tasks; (5) auditory students given discrete tasks attained higher EWP than those given holistic tasks; and (6) kinaesthetic students given holistic tasks achieved higher EWP than those given discrete tasks.
Writing Apprehension and Performance of Iraqi EFL Students According To Their Academic Locus of Control Orientation (Published)
This study aims at investigating Iraqi EFL students’ level of writing apprehension, writing performance, and locus of control orientation. It also seeks to find out the correlation between these three variables according to the academic locus of control orientation (internal and external). The instruments of the study are administered to (160) participants who are randomly selected from two departments of English in the University of Baghdad. The statistical manipulation of the data collected indicates that the participants show external orientation of academic locus of control, high level of writing apprehension, and low level of writing performance. The study also reveals that academic locus of control orientation (including both internal and external) does not correlate with writing apprehension. While, writing performance correlate negatively with external orientation of academic locus of control and positively with the internal orientation. Finally writing apprehension and writing performance are found to negatively correlate in both cases of academic locus of control orientation.