![]() To these ends, 30 Iranian advanced EFL learners were selected to participate in the two (experimental and control) groups. This study investigated the effectiveness of using self-regulated strategy development (SRSD) instruction in improving Iranian EFL learners' descriptive writing and reflective thinking skills and compared the effectiveness of such instruction with nonstrategic-based (i.e., traditional) instruction. Thus, it is so important to teach English as a foreign language (EFL) learners how to write effectively in English through effective strategies and instructions and prompt their reflective thinking during EFL learning. Writing is a demanding, complicated, and fundamental skill which is highly noticeable in the process of learning a foreign language. The success of this study allows for further research and implementation of SRSD by teachers at Central Secondary School. The application of SRSD has also revolutionized the pedagogical approach, which was previously practised by the researcher. The data collected indicated that SRSD:POW+CSPACE, impacted positively on students’ writing performance as well as their attitude towards writing. Data was collected from pre and post-tests, reflective journals and post-intervention interview questions. The study used a mixed-method design where quantitative and qualitative methods were used to collect data. This study investigated the extent to which SRSD: POW+CSPACE, can improve students’ narrative skills as well as their attitude towards narrative writing. Research has indicated that Self-Regulated Strategy Development (SRSD) is the most validated and effective model of writing instruction, as it has been used to improve students’ self-regulation skills, content knowledge, and motivational dispositions (Graham & Harris, 2003). At Central Secondary School, students of 2W often frowned upon writing essays and so this negative attitude often transcended into their work- producing essays that lacked planning which inevitably led to poor and underdeveloped stories. This action research project sought to address the challenges students have with narrative writing.
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