Trait Based Assessment on Teaching Writing Skill for EFL Learners

Sangar Lateef Omer ,Awan Kamal Muhammed

doi:10.25212/lfu.qzj.5.3.34

Sangar Lateef Omer , Awan Kamal Muhammed

Open Access

https://doi.org/10.25212/lfu.qzj.5.3.34

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Abstract

This study examines the impact of trait based assessment on teaching writing skill for EFL learners. Conducted as pre-experimental study with one group pretest and posttest structure. The test was conducted to 11 candidates of the second trail of a language course in an institute in Erbil in 2019. Purposive sampling procedure was used in highlighting the samples. Writing test and analytical scoring rubric were the tools that have been used to gather the data. After that the data were broken down to descriptive statistics and paired sample ttest to analyze the assumption. The consequence of descriptive statistics analysis uncovered that traitbased assessment has great impact on teaching writing skill for EFL learners as the mean score of posttest 65 was higher than mean score of pretest 42. While for hypothesis testing by using paired sample t-test at significance (2-tailed) value level, it implies that the hypothesis of this study was acknowledged. To put it differently, trait based assessment was fundamentally decisive in enhancing student's composing ability (writing skill).

Highlights

Writing is the least mainstream of language skill and it is considered as the least helpful or fundamental by the students to be mastered
From 6 aspects examined, the outcome of pre-test demonstrated that they have issues in writing skill
The data indicated that their writing capacity before accepted treatment was at level of "extremely poor" it could be seen from the mean score acquired (42) that was classified into "extremely poor"

Summary

Introduction

Writing is the least mainstream of language skill and it is considered as the least helpful or fundamental by the students to be mastered. This is because of their supposition that writing has less of advantage for them in daily life. Even though, they may omit that the ability of writing has unique status in language expertise. Darker (2001) and Hatta (2009) see that EFL writers need to focus on higher level skills of arranging and sorting out just as well as lesser skills of spelling, punctuation, word choice, accuracy, that's to say the usage of the correct forms of language. Writing precisely includes correct spelling, shaping letters accurately, writing legibly, and correct punctuation, the usage of correct layouts, picking the right vocabulary, using grammar effectively, joining sentences effectively and using paragraphs effectively

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