The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

Abstract

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

Needs Analysis of Project-Based Learning Model in Writing Paragraphs from EFL Students’ Perspectives

“…Writing is a way of sharing personal meaning and writing courses emphasize the power of the individual to construct his or her views on a topic. It is a multi-aspect communicative skill and teaching writing can be ideally thought of as a certain dynamic process, developing students' skills in spelling, grammar, punctuation, vocabulary use, composition, and style (Abdelmohsen et al, 2020;Terenin, 2015) Plenty of previous study has shown that writing English paragraph is not easy for EFL students. A common problem found in composing paragraph writing is students are not aware to identify part of the paragraph, identify different types of paragraphs, and are not able to use cohesive devices correctly (Elazeez, 2019).…”