Investigating the impact of using an integrated approach to the teaching of writing skills amongst secondary students of English as a foreign language in Saudi Arabia

Alnooh, Amel Mohammed

Languages, linguistics and cultures
May 2015

Thesis or dissertation


Rights
© 2015 Amel Mohammed Alnooh. All rights reserved. No part of this publication may be reproduced without the written permission of the copyright holder.
Abstract

This research investigates the impact of the use of an integrated approach to the teaching of writing on Saudi EFL students in secondary education. Specifically, it examines its impact on the development of metacognitive strategies, students’ behaviour and levels of motivation and performance.

The approach combines genre, process and content approaches and integrates them with meta-cognitive strategies in the teaching of three selected writing styles: academic, argumentative and creative. It also considers teacher training and the strategy development of EFL students.

The research follows a mixed-method approach. Quantitative data collection was directed through pre questionnaire and –post 1 and 2 questionnaires and analysis of pre- and post-tests marks. Qualitative data included material from the students’ and a purpose-trained teacher’s interview, analysis of students’ essays, class observations and a teachers’ questionnaire.

The results of this study show a positive impact of this integrated approach, which was manifested in improved writing performance, motivation, attitude towards writing in English and awareness of meta-cognitive strategies, as well as the sustained use of these strategies.

While the study confirms and expands on previous work in the field of language learning strategies (Abdul-Rahman, 2011; Al-Otaibi, 2004; Cohen, 1998; Cohen & Weaver, 2006; Macaro, 2001; Oxford, 1990; Ehrman & Oxford, 1990), it also stresses the need for further research into EFL writing strategies and the impact of meta-cognitive strategies on students and teachers in the Saudi Arabian education context (Alhaisoni 2012; Aljuaid 2010; Mehrdad et al., 2012). Moreover, it identifies insufficient teacher training and curricular design as factors which fail to promote autonomous learning, and calls for further studies to improve integrated and sustainable teaching approaches.

Publisher
School of Languages, Linguistics and Cultures, The University of Hull
Supervisor
Mozzon-McPherson, Marina; Hunter, Duncan, Dr.
Qualification level
Doctoral
Qualification name
PhD
Language
English
Extent
9 MB
Identifier
hull:13060
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