Technology-based instructional intervention into an EFL writing classroom

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El-Sadig Yahya Ezza
Eman Abdulrahman Alhuqail
Summaya Wahab Elhussain

Abstract

The aim of this study is to highlight the role of technology-based instructional intervention in enhancing the composing competence of struggling student writers at Majma’ah University (MU) in Saudi Arabia. Such instructional choice issues from the belief that the students have experiences and stories to share through writing. In the current intervention, a total of 26 participants enrolled in a short essay course offered by the Community College and the College of Education optionally participated in the study. They were equally divided into experimental and control groups, respectively. While the experimental group received both traditional and online instruction, using the MU Learning Management System, the control group received traditional instruction only. The experimental group outperformed the control group in the post-intervention test. Evidence from the quantitative and qualitative data attests to the assumption that instructional technology could significantly enhance learners’ composing skills. Thus, the English programme administrators are strongly recommended to post and conduct most writing classes online.


Keywords: Intervention, SRSD, rubrics, revision, drafting, self-revision.

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How to Cite
Ezza, E.-S., Alhuqail, E., & Elhussain, S. (2019). Technology-based instructional intervention into an EFL writing classroom. Cypriot Journal of Educational Sciences, 14(4), 507-519. https://doi.org/10.18844/cjes.v11i4.3904
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