The Effect of Using Repair Strategies on Seventh-Grade Students’ Writing Performance

Farah Bassam AlBashaireh; Abdallah Baniabdelrahman

doi:10.30564/jiep.v7i1.5538

The Effect of Using Repair Strategies on Seventh-Grade Students’ Writing Performance

Farah Bassam AlBashaireh (Yarmouk University)
Abdallah Baniabdelrahman (Faculty of Educational Sciences, Yarmouk University)

Article ID: 5538

DOI: https://doi.org/10.30564/jiep.v7i1.5538

Abstract

This study examined the potential effect of using Repair strategies on Jordanian EFL seventh-grade students' writing performance. A quasi-experimental design and two groups were employed. For this study, two full sections of grade seven from Al-Rashedia Secondary School for Girls were selected randomly. Thirty students were assigned as the control group and thirty students as the experimental group. The pre-/post-writing test was designed in order to fulfill the study's objectives. Furthermore, the experimental group received instruction using Repair strategies, whereas the control group received instruction using conventional methods of instruction suggested in the Teacher's Book. Results demonstrated that Repair strategies improved students' writing performance. The researchers recommended utilizing Repair strategies on different writing genres instead of traditional instructional writing strategies.

Keywords

EFL Jordanian Students; Repair strategies; Writing performance

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