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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
