Technology-based instructional intervention into an EFL writing classroom
Article Sidebar
Main Article Content
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.
Downloads
Article Details
Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi (BD-Center)is a gold open-access publisher. At the point of publication, all articles from our portfolio of journals are immediately and permanently accessible online free of charge. BD-Center articles are published under the CC-BY license [Attribution 4.0 International (CC BY 4.0)], which permits unrestricted use, distribution, and reproduction in any medium, provided the original authors and the source are credited.