Abstract
Writing plays a critical role in academic, social, and professional domains. Despite this importance students across the globe are facing writing challenges. This outcome required advancing evidence-based instruction, such as the self-regulated strategy development model (SRSD), to enhance students’ writing performance. Accordingly, this quasi-experimental study with a pre-test and post-test design examined the effect of the SRSD strategies (POW & TREE) on elements of persuasive essay, linking words, length of essay, and writing quality of Grade 6 students ( n = 161) in three Lebanese private schools where English is taught as a second language. Results showed that the experimental group significantly outperformed the control group on elements of persuasive essay, linking words, length of essay, and writing quality. Results demonstrated that the SRSD writing model was effective in promoting second language persuasive writing of Grade 6 students in three Lebanese private schools. Teachers applied the intervention with fidelity and participants rated the intervention favorably. Limitations and future research directions were also discussed. Keywords: Self-regulated strategy development (SRSD), second language writing, persuasive writing DOI: 10.7176/JEP/11-32-03 Publication date: November 30 th 2020
Highlights
Writing proficiency is central across educational, communication, social, and career levels
The value of partial eta squared is close to large effect size according to Cohen’s (1988) guidelines, implying that the self-regulated strategy development (SRSD) intervention was significantly effective in increasing the number of words for the experimental group
This result along with F (1, 158) = 21.516, p = .000 < .05, ηp2 = .120 supported the hypothesis stated in the study which assumed that the SRSD intervention would increase the number of words written in a persuasive essay in the experimental group in comparison to traditional writing program delivered to the control group
Summary
Writing proficiency is central across educational, communication, social, and career levels. Lacking the competence to plan, generate ideas, set goals, and organize content have been considered as major challenges to students (Harris et al, 2009) because it could be detrimental for the learning process among children, and might limit further educational and employment opportunities for adults (Graham et al, 2015; Harris et al, 2015) This constituted a globally growing concern among different countries including the United Stated, United Kingdom, Europe (Fidalgo et al, 2017) and the Middle East (Esseili, 2019). Research findings have indicated that practices intended to teach writing are inadequate (Graham, 2019) Within such situation, immense efforts should be directed toward providing schools with effective evidence-based writing instruction that is capable of promoting skilled writers who are knowledgeable, selfregulated, and motivated (Graham & Harris, 2019).
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