Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684208
Title: Investigating the impact of using an integrated approach to the teaching of writing skills amongst secondary students of English as a foreign language in Saudi Arabia
Author: Alnooh, Amel Mohammed
ISNI:       0000 0004 5920 4710
Awarding Body: University of Hull
Current Institution: University of Hull
Date of Award: 2015
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Abstract:
This research investigates the impact of the use of an integrated approach to the teaching of writing on Saudi EFL students in secondary education. Specifically, it examines its impact on the development of metacognitive strategies, students’ behaviour and levels of motivation and performance. The approach combines genre, process and content approaches and integrates them with meta-cognitive strategies in the teaching of three selected writing styles: academic, argumentative and creative. It also considers teacher training and the strategy development of EFL students. The research follows a mixed-method approach. Quantitative data collection was directed through pre questionnaire and –post 1 and 2 questionnaires and analysis of pre- and post-tests marks. Qualitative data included material from the students’ and a purpose-trained teacher’s interview, analysis of students’ essays, class observations and a teachers’ questionnaire. The results of this study show a positive impact of this integrated approach, which was manifested in improved writing performance, motivation, attitude towards writing in English and awareness of meta-cognitive strategies, as well as the sustained use of these strategies. While the study confirms and expands on previous work in the field of language learning strategies (Abdul-Rahman, 2011; Al-Otaibi, 2004; Cohen, 1998; Cohen & Weaver, 2006; Macaro, 2001; Oxford, 1990; Ehrman & Oxford, 1990), it also stresses the need for further research into EFL writing strategies and the impact of meta-cognitive strategies on students and teachers in the Saudi Arabian education context (Alhaisoni 2012; Aljuaid 2010; Mehrdad et al., 2012). Moreover, it identifies insufficient teacher training and curricular design as factors which fail to promote autonomous learning, and calls for further studies to improve integrated and sustainable teaching approaches.
Supervisor: Mozzon-McPherson, Marina ; Hunter, Duncan Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.684208  DOI: Not available
Keywords: Languages, linguistics and cultures
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