The Role of Strategy Use Instruction in Improving EFL Learners’ Integrated Writing Ability and Their Affective State: A Mixed-Methods Study
The integration of reading and writing has recently been of interest to researchers. This study investigated the effectiveness of instructing integrated writing (IW) strategies to EFL learners. In addition, the changes in writing self-efficacy, anxiety, and motivation were examined. To gain a dee...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2023-07-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2893_b510cc524b9a13bda5dcf013cca3b210.pdf |
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| Summary: | The integration of reading and writing has recently been of interest to
researchers. This study investigated the effectiveness of instructing integrated
writing (IW) strategies to EFL learners. In addition, the changes in writing
self-efficacy, anxiety, and motivation were examined. To gain a deep
understanding of the issues, a convergent mixed-methods design was
employed. A convenient sample of 30 students of English Literature studying
in an EFL context participated in an IW course and their performances before
and after instruction were compared using a rubric. Interviews and thinkaloud protocols were also conducted to find themes regarding the
effectiveness of the course. Moreover, the changes in the learners’ selfefficacy, anxiety, and motivation were measured through questionnaires
administered at the beginning and the end of the course, and the interviews
and think-aloud protocol themes regarding the changes were examined. The
results of the analysis of the quantitative data by paired-samples t-tests and
Wilcoxon Signed Rank tests indicated an improvement in the learners’ IW
ability and strategy use, especially in source use. The qualitative data also
revealed that the learners found the instruction and strategies effective.
However, while the learners’ self-efficacy improved and their anxiety
diminished largely due to learning, their motivation remained statistically
stable. The results were interpreted from an activity theory perspective. The
implications of the study for the theory, pedagogy, and research methodology
of IW were also presented. |
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| ISSN: | 2676-5357 |