Abstract
While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.
Highlights
When Deirdre DeAngelis, principal of New Dorp (Tyre, 2012), and Carol Jago (2014), past president of the National Council of Teachers of English, thundered out the dictum “writing is taught, not caught,” they were probably inspired by an earlier “writing revolution” program developed by Judith Hochman in 1988
To address the most common errors made by EFL students in the first stage in order to improve their academic writing assessed in the third stage
This result is only partially in line with that of Kaplan and Ramanathan (1996) and others, who attribute the errors made by EFL students in these features to the lack the critical thinking skills associated with cultural obstructions
Summary
When Deirdre DeAngelis, principal of New Dorp (Tyre, 2012), and Carol Jago (2014), past president of the National Council of Teachers of English, thundered out the dictum “writing is taught, not caught,” they were probably inspired by an earlier “writing revolution” program developed by Judith Hochman in 1988. Along these lines, explicit instruction is rooted in the principle of staging the instructor as a director who ushers students toward the learning objectives, delivers the material effectively, and underlines fundamental language rules through effective frameworks and exceptionally organized environment. The term ‘explicit instruction’ has been broadly investigated and is increasingly employed in higher education, it is not fully sufficient to handle EFL students’ writing difficulties and a number of questions regarding this approach remain to be tackled. In this regard, a closer look to the literature, reveals several gaps and shortcomings. It involves a string of scaffolds that include designing the optimum environment for learning, illustrating both the “what” and the “how” of instruction, and stimulating controlled exercise, autonomous practice, and evaluation
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