Examining the Effect of Strategy Instruction on Writing Apprehension and Writing Achievement of EFL Learners

Abstract

Abstract-Writing as a communicative activity imposes great difficulties on EFL learners and both cognitive and affective aspects of writing have a sharing part in this complex process. The current study aimed to explore the effect of explicit writing strategy instruction, prewriting strategies in particular on reducing writing apprehension, and promoting writing performance.42 intermediate EFL students participated in this study, 28 students in two experimental groups received the treatment and the results compared to their 14 counterparts in the control group. All the participants received Writing Apprehension Test (WAT) as the pretest and posttest. They further were expected to write two expository essays at the beginning and end of the study. After administrating the pretests and posttests, the results reflected on the effectiveness of explicit writing strategy instruction and the potentials of prewriting strategies in alleviating the level of writing apprehension. Further, explicit instruction of prewriting strategies greatly optimized the writing achievement of students in the two experimental groups. The findings of the present study also suggest that the implementation of explicit strategy instruction by the teacher can make a world of difference for students in learning process.

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

“…Configurations C3–C6 are categorized as a social-behavior-driven type due to their shared core conditions centered on the incorporation of social-behavioral strategies. This finding aligns with the work Mohseniasl 69 , who highlights the role of explicit writing strategy instruction in alleviating writing difficulties, supporting our observation that focusing on specific types of writing strategies, such as social-behavioral and motivational, can lead to improved writing outcomes.…”

Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

“…Furthermore, Machida and Dalsky (2014) showed that concept mapping technique helps learners with low writing anxiety more than their counterparts with high writing anxiety in the quality of their writing. Moreover, Mohseniasl (2014) indicated that explicit instruction of writing strategy has a positive effect on the writing performance of learners who experience high level of writing apprehension. In addition, Parilasanti, Suarnajaya, and Marjohan (2014) claimed that RAFT strategy has more positive effect on high anxious learners' writing competency than conventional strategy.…”

English Writing Instruction and Strategies as Predictors of Writing Anxiety of Students

“…Therefore, the more proficient the participants, the more information they receive to produce better writing (Raoofi et al, 2017). To support this, according to Mohseniasl (2014), the execution of a clearly defined strategy for the teacher's teaching may make a massive difference in the learning process for students. Teachers' explicit instruction influenced the presence of actively used strategy in writing in teaching writing, making students more aware of employing strategy in writing and helping the students lessen their writing anxiety (Masriani et al, 2018).…”