Abstract
The purpose of this study was to determine the effectiveness of a web-based writing instructional EFL program (WbWIP) on Jordanian secondary students’ performance. The participants of the study were 122 seventeen-year-old students in the eleventh scientific-grade studying in four secondary comprehensive schools, two male schools and two female ones that belong to Irbid Second Directorate of Education. In order to achieve the objectives of the study the researchers used a pre-post achievement test. The experiment lasted for two months (16 normal classes). The results of the study revealed statistically significant differences at (α = 0.05) in the students’ mean scores of the overall English writing achievement post-test in favor of the experimental group. The results also revealed that there were statistically significant differences at (α = 0.05) due to gender in favor of the female students compared with males. The results further revealed that there was a significant difference at (α = 0.05) among the mean scores of the students’ achievement post-test for the discoursal component “content” in favor of the experimental group.
Highlights
Writing is an important communicative language skill
The results revealed that students working with the computer enjoyed learning about topic sentences by using the program “Paragraph Builder”
The findings showed that the interactivity among students was the key to the successful online writing class
Summary
Writing is an important communicative language skill. It is an activity that requires a mental effort to “think out” the sentences and the ways of joining them to be meaningful and communicative. Besides exposing students to the use of web-based writing instructional programs, the Internet and the World Wide Web may change students’ attitudes towards language and this may help them write coherent compositions. These computers are linked to the Internet To date, it seems that no study has investigated the use of a web-based writing instructional program on Jordanian students’ writing composition. Teaching aids such as computers and the Internet are very important and may positively influence students’ writing It seems that there is a need to adopt new techniques for teaching writing that may help students become better writers. Many applied linguists, such as Al-Abed Al-Haq and Ahmad (1994) and Smadi and Al-Abed Al-Haq (1995) stress that the inappropriate techniques and process of teaching and learning lead to students’ weakness in writing They recommended adopting the discoursal components that may enhance the students’ level. Are there any significant statistical differences among the eleventh grade students mean scores of the English writing achievement test due to the discoursal components: “Content”, “Organization and mechanics”, “vocabulary” and “language use”?
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