University of Mansoura
Faculty of Education
Department of Curriculum & Instruction
The Effectiveness of Using the Process Writing Approach in Developing the EFL Writing Skills of Al-Azhar Secondary Stage Students and their Attitudes towards it
A thesis
Submitted in fulfillment of the requirements for the degree of master of education – TEFL
By
Mogahed Mohamed Fathi Mogahed
An English teacher at Al-Azhar
Supervised by
Dr. Aly A. Koura Dr. Mervat M. El-Hadidy
Professor of Curriculum & Instruction – TEFL Lecturer of Curriculum & Instruction – TEFL
Faculty of Education, Mansoura University Faculty of Education, Mansoura University
2007
Summary, Results, Conclusions, Recommendations and Suggestions
Following are a summary of the study, results and the conclusions that can be drawn from the results of this study. Based on the results and conclusions of this study recommendations and suggestions are made.
1. Summary:
One of the most important aspects of recent educational reform efforts is the increased attention to the skill of writing. Writing is a powerful instrument of thinking because it provides students with a way of gaining control over their thoughts. It shapes their perception of themselves and the world. It aids in their personal growth and it affects change on their environment.
It is claimed that PW assists students whatever their ability level. Once students understand the process and trust that the teacher will accept and approve of their writing, the ability to write improves dramatically. Jarvis (2000) asserts that many students do not enjoy writing because they feel that if they cannot do it correctly the first time then they will never get it. Therefore, all students are capable of becoming excellent writers given enough practice and time.
1.1. Statement of the problem
There is a weakness in the writing skills of the first year secondary stage students. They often get low scores on their writing tasks. Consequently, they develop a negative attitude towards writing. The problem of the study was stated in the following questions:
1. What were the writing skills that first year Al-Azhar secondary stage students had to acquire?
2. What were the proposed PW activities for teaching these skills?
3. What was the effectiveness of using the proposed PW activities in developing writing performance of first year Al-Azhar secondary stage students?
4. What was the effectiveness of using the proposed PW activities in developing the first year Al-Azhar secondary stage students' attitudes towards writing?
1.2. Purpose of the study
This study aimed at:
1. Determining the writing skills that first year Al-Azhar secondary stage students should acquire
2. Developing the writing skills of first year Al-Azhar secondary stage students
3. Identifying the effectiveness of the PWA in developing the writing skills and attitudes of first year Al-Azhar secondary stage students towards writing
1.3. Significance of the study
This study gains its significance from the following:
1. Directing the attention of TEFL researchers, teachers, course designers, curriculum developers, learners and language specialists to the importance of using the PW activities in developing the writing skills and students' attitudes towards writing
2. Preparing a Teacher's Guide for second term of the school year that contains PW activities and how to teach them.
1.4. Limitation of the study
This study is limited to:
1. A sample of first year Al-Azhar secondary stage students
2. The sample of students was limited to two groups - experimental and control - of first year secondary stage students
3. The writing skills of first year Al-Azhar secondary students during the second term
4. Some PW activities that suit the objectives of the writing skills according to the course of the second term
1.5. Design of the study:
The study adopted the experimental design, i.e., using one experimental group and another control group. The experimental group students received training on the PWA and were taught writing skills through PW activities. On the other hand, the control group students were taught writing skills through the traditional method. A writing pre-post test was given to the two groups before and after the experiment. In addition, a writing attitude pre-post scale was given to the groups before and after the experiment. Subjects in the present study were first year secondary stage female students. Two classes were randomly selected from two different Al-Azhar institutes in the academic year 2005-2006.
1.6. Hypotheses of the study
1. There are statistically significant differences between the mean scores of the experimental group students and that of the control group students on the writing performance post- test favoring the experimental group.
2. There are statistically significant differences between the mean scores of the experimental group students and that of the control group students on the attitude post-scale favoring the experimental group.
3. There are statistically significant differences between the mean scores of the experimental group students on the writing performance pre-and post-test favoring the post-test scores.
4. There are statistically significant differences between the mean scores of the experimental group students on the attitude pre- post- scale favoring the post-attitude scores.
5. There are no statistically significant differences between the mean scores of the control group students on the writing performance pre-and post-test.
6. There are no statistically significant differences between the mean scores of the control group students on the attitude pre- post- scale.
1.7. Tools of the study:
The following instruments were used:
1. A Writing Performance Test for second term (prepared by the researcher).
2. A Holistic Scoring Rubric (HSR) (prepared by the researcher).
3. An Analytic Scoring Rubric (ASR) (prepared by the researcher).
4. A Writing Attitude Scale (prepared by the researcher).
1.8. Procedures
1. Preparing a list of the writing skills for the secondary stage through.
a. Studying the literature related to the writing skills for the secondary stage.
b. The objectives of teaching English as a foreign language (TEFL) for the secondary stage.
2. Studying the literature related to PW activities to design PW activities that suit the writing skills of first year secondary.
3. Preparing a Teacher's Guide that contains PW activities and how they can be taught.
4. Selecting the sample and dividing it into two groups: experimental and control. The experimental group was trained on using PW activities and the control group was taught in the traditional way.
5. Preparing a pre-post test (for second term) to measure the performance of the sample in the writing skills in English as a foreign language (EFL).
6. Submitting both the pre-post writing performance test to a group of jurors for validity.
7. Measuring the reliability of the test.
8. Preparing an HSR and an ASR based on the writing skills of first year secondary stage students.
9. Submitting both rubrics to a group of jurors for validity.
10. Constructing an attitude scale to measure students’ attitudes towards writing in EFL.
11. Submitting the attitude scale to a group of jurors for validity.
12. Measuring the reliability of the attitude scale.
13. Administering the attitude scale to the two groups: experimental and control.
14. Administering the pre-writing performance test to the two groups: experimental and control.
15. The researcher trained the experimental group on using PW activities.
16. Administering the writing performance post-test and the attitude scale to measure the effectiveness of the experiment.
17. Analyzing the data statistically.
18. Reporting results, conclusions and suggesting recommendations.
2. Results:
The following results were reached:
1. There are statistically significant differences between the mean scores of the experimental group students and that of the control group students on the writing performance post- test favoring the experimental group.
2. There are statistically significant differences between the mean scores of the experimental group students and that of the control group students on the attitude post-scale favoring the experimental group.
3. There are statistically significant differences between the mean scores of the experimental group students on the writing performance pre-and post-test favoring the post-test scores.
4. There are statistically significant differences between the mean scores of the experimental group students on the attitude pre-post-scale favoring the post-attitude scores.
5. There are no statistically significant differences between the mean scores of the control group students on the writing performance pre-and post-test in terms of "Content" and "Organization" skills, but there are statistically significant differences between the mean scores of the control group students on the writing performance pre-and post-test in terms of "Sentence Fluency" and "Writing Conventions and Layout".
6. There is no statistically significant differences between the mean scores of the control group students on the attitude pre-post-scale.
3. Conclusions:
Upon reviewing the data and analyzing the results, the following points were concluded:
1. Instruction in PWA improves students' performance. This conclusion adds to the validity of other studies such as that of Moerler (1991), Wells (1992), Cox, Holden & Pickett (1997), Kapka & Oberman (2001), Buhrke et al (2002) and Ahmed (2003).
2. Using the PWA has helped develop a positive relationship between students' attitudes and their writing performance. Students who displayed low attitude scores towards writing displayed low writing performance and vice versa. This conclusion is consistent with the conclusions of other studies such as that of LaRoche, (1993), Adams et al (1996), Robertson, Cumberworth & Hunt (1998), Suzie (2001), Ensio & Boxeth (2000) and Gau et al (2003). This conclusion can be elaborated as follows:
A. Since a positive attitude change occurred due to the introduction and implementation of PWA in this study, it is important to realize that teaching writing as a process encouraged students to become writers. Students learned by being active participants rather than by passively absorbing information. PWA forced students to become participants in their learning. They were required to take charge of their writing by selecting their own topics to write about, by deciding how their topics would be developed and what the finished product would be. A focus on PW provided the natural development of written language. It focused attention on the process of learning and not the finished product. It is concluded that all students can write and that they have something worth writing. It allowed for the growth of writing subskills because PW activities took place in a non-threatening climate where students were not afraid to take risks. It was within this environment that students developed their own style and choices.
B. Through making writing purposeful, students became better writers because they had a sense of audience. The sense of audience developed through various aspects: constructive peer revising / editing, presenting writing to an audience (Author's Chair) and posting writing on pocket bulletin boards; these things were powerful incentives. Additionally, the purpose is motivated by writing on topics that affect them (friendly letter, describing one's hometown, describing the job one likes and for and against TV), it was then that their writing became purposeful. Hence, proposing writing that is real and meaningful was essential in creating a writing-rich environment. The researcher hoped to make writing an everyday reality for students. Other studies reached the same conclusion such as that of Adipattaranun (1992), Goldstein & Carr (1996), Loudermilk (1997) and Ensio & Boxeth (2000).
3. The change in the writing teacher's role from the traditional role which has been evaluating the learner's first draft as if it were the final product, and assuming the role of a consultant, facilitating the learner's step-by-step creation of the piece of writing, is crucial in helping students write better.
4. Providing safe, encouraging, non-threatening environment, i.e. creating settings that motivate students' writing, helps them improve their writing performance. Student-writers need to feel support and acceptance from the teacher and peers to take the kind of risk involved in the process of producing good writing. When they feel safe from criticism, they become eager to write and to share their writing. Therefore, the class becomes a community of writers and students respond positively to a supportive writing atmosphere. This is consistent with the results of other studies such as Mouritzen (1993), Edwards et al (1995), Tai Po Old Market Public School (2000) and Hill ( 2000).
4. Recommendations
The following recommendations are based on the results and conclusions drawn in this study:
1. Teachers need more training in writing, especially on PWA. For those unfamiliar with writing as a process, it would be advisable to read books by experts in the field. Teachers should talk to other teachers who use the process approach to become familiar with what is happening in the field of writing. They will have a stronger base for discussions concerning what writers do and how they feel when writing. These types of discussions are important to the development of the students' writing subskills.
2. Teachers should also provide students with frequent and lengthy opportunities to write. Collaboration is highly valued and encouraged at every step of the process, especially during the revising and editing phases.
3. In successful writing classes students need to be reminded of the purpose for their writing: publishing and communicating. Teachers are expected to help students make connections between writing in the classroom and in the world at large.
4. Teachers need to encourage their students, guide and support their hesitant steps, reassure them it is acceptable to make mistakes on first drafts and remind them the purpose of the initial writing is to communicate ideas.
5. Students, whatever their age or level of ability, need to feel that writing is fun.
6. As mastering the writing subskills can be achieved gradually, students need periodical experiences to practice it. Frequency of writing increases fluency. Therefore, sufficient time to writing instruction is needed.
7. As an interested audience is helpful and effective, it is recommended to adopt a sense of audience other than the teacher such as classmates, schoolmates and family members.
8. Student-writers should choose their own topics of writing that are of interest to them and their lives.
9. Teachers should view students as authors and real writers and give them the opportunities to engage in writing as "professionals" do.
10. The use of student-teacher conference is recommended as the teachers ask key questions (such as what kind of help might you need now?) and students raised their problems about using PW stages (prewriting, drafting, revising, editing and publishing) and the teacher responded to these problems and at the same time invited the whole class for a discussion. The conferencing was effective in tackling students' writing problems.
11. The students’ audiences should be real and interested in reading what the writers have to say (peers, friends from other classes, family members and so on).
12. When all teachers are encouraged to use the same scoring rubric, this will greatly enhance the consistency of assessment.
5. Suggestions for further research:
· Further research is needed to seek the effectiveness of using PWA in developing writing subskills for university, preparatory and primary stages.
· Further research is needed to explore the effectiveness of process approach in developing reading subskills for different stages.
· Further research is needed to explore the effectiveness of PWA in developing translation subskills for different stages.
· Further research is needed to find out the relationship between computer-assisted learning (CAL) and PWA.
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