Writing Performance Test Research Articles

Effects of a genre and topic knowledge activation device on a standardized writing test performance

Effects of a genre and topic knowledge activation device on a standardized writing test performance

Quick write and 3-2-1 strategies in summary writing: ESL students’ practices, perceptions, and attitude

ESL students’ limited knowledge and probably, unawareness of suitable strategies for summary writing have translated into mostly strategic problems. Quick write and 3-2-1 are strategies that foster analytical minds in reading and writing. This paper examined students’ attitudes, performance, and knowledge retention in summary writing. A pretest-posttest-control group quasi-experimental design was employed in the study with two treatments. The sample consisted of 110 senior secondary school II students. Three instruments, a questionnaire, a semi-structured interview, and a summary writing performance test were used for the study. The research findings showed significant improvement in students’ performance and knowledge retention in summary writing. However, findings revealed that there is no significant main effect of treatment on students’ attitudes to summary writing. This study concludes that quick writing and 3-2-1 strategies are effective in enhancing students’ performance and knowledge retention in summary. Keywords: Attitude; perceptions; performance; quick write; retention; summary writing; 3-2-1

Socio-Economic Effects on Students’ Essay Writing Performance under Selected Teaching Strategies in Senior Secondary Schools in Ondo State Nigeria

This study investigated the effect of socio-economic status (SES) on students’ performance in essay writing after using Reading-writing, Think-Pair-share, a Combination of TPS and RW strategies and the conventional method in secondary schools in Ondo State Nigeria. The study adopted a quasi-experimental pre-test post-test four-group design as well as a descriptive survey-type design. The population for the study comprised all the 25,297 public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo. The sample for this study was 308 SSS II students who were selected from public senior secondary schools, using a multi-stage sampling procedure. The instruments used for this study are a questionnaire on Students’ Socio-economic Background Status (SSBS) and the Essay Writing Performance Test (EWPT). The EWPT was a standardized WAEC past question while the SSBS was validated by experts in the Arts and Language Department, Faculty of Education, Ekiti State University. The reliability of the EWPT was established through the test re-test method and the reliability coefficient of 0.70 was obtained. The reliability of the questionnaire was established by subjecting the score from a single administration to the Cronbach Alpha Reliability Co-efficient test. The instrument was found reliable as the calculated value was 0.82. The data collected for this study were analysed using descriptive and inferential statistics. The hypothesis was tested at a 0.05 level of significance. The finding of this study revealed that after being instructed with different strategies in SSS in Ondo State, there was no significant difference in the performance of students from different SES in essay writing.

Using need-based writing instruction through self-reflection to improve students' writing difficulties: A counterbalanced design

Using need-based writing instruction through self-reflection to improve students' writing difficulties: A counterbalanced design

Kontribusi Minat Baca dan Motivasi Belajar Terhadap Kemampuan Menulis Siswa Sekolah Menengah Atas

The aim of this study was to measure the contribution of learning motivation and reading interest to the skills of writing descriptive texts for high school students in Padang City. This type of research is quantitative research through the correlation method. The research population was high school students in the city of Padang as many as 85 people consisting of 3 class groups. The research sample was taken by using total sampling technique. Data collection on reading interest and learning motivation was carried out using a questionnaire technique in the form of a closed questionnaire, while data on the ability to write descriptions was obtained using a test technique in the form of a text description writing performance test. Data analysis was performed with the Pearson Product Moment (PPM) correlation test, multiple correlation tests through the F test and t test. The results of the study show that, first, reading interest contributes to students' skills in writing descriptive text. Second, learning motivation contributes positively to students' writing skills. Third, interest in reading and motivation to learn together contribute to students' skills in writing text descriptions.

The Effect of “Think-Talk-Write” Strategy on EFL Tenth-Grade Students' Writing Performance

This study investigated the effect of “Think-Talk-Write strategy” on English as a Foreign Language (EFL) tenth-grade students' writing performance. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al-Kharaj Secondary School for Boys. The first section was chosen as the experimental group with (20) students, and the second as the control group with (20). To achieve the purpose of the study, a pre/post writing performance test was designed. In addition, Think-Talk-Write (TTW) strategy was used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the teacher's book. Results revealed that TTW strategy enhanced students’ writing performance. In light of the research results, the researcher recommends to use TTW strategy on other genres of writing.

Multi-Draft Instructional Method as Predictor on Polytechnic Students’ Report Writing Performance in North-Central, Nigeria

This study examined the of multi-draft instructional method on polytechnic students’ report writing performance in North-central, Nigeria. The objectives of this study were to examine the: (i) general performance of polytechnic students’ in report writing; (ii) effects of Multi-Draft Instructional Method (MDIM) on polytechnic students’ performance in report writing; and, (iii) influence of gender. Two-groups, pre-test, post-test, quasi-experimental design were adopted for this study. The population consisted of all Higher National Diploma I in Kwara and Bida Polytechnics. Two departments were sampled using multi-stage sampling technique. The sample was categorised into one experimental group and one control group. A total number of 100 polytechnic students (NDII) were sampled. Report Writing Performance Test (RWPT) was used to collect data from the respondents. The test items were adapted from English language and Communication texts and validated by language experts. The reliability of the instrument was carried out through test re-test method in an interval of two weeks and a reliability index of 0.72 was obtained using Pearson Product Moment Correlation (PPMC). The data were analysed using the percentage, mean, standard deviation, and analysis of co-variance (ANCOVA) at 0.05 level of significance. Findings of the study revealed that: (i) the general performance of polytechnic students in report writing (in both groups) was low before the treatment but high after the treatment; (ii) that multi-draft instructional method significantly predict polytechnic students’ report writing performance; (iii) that there is no significant effect of multi-draft instructional method on polytechnic students’ report writing performance on the bases of gender. The study concluded that both MDIM add value to students’ report writing performance. The implication is that these two methods have significant effects on polytechnic students’ technical report writing performance. The study recommended that teachers should employ the use of MDIM instructional method for teaching report writing to enhance students’ writing performance.

Facilitating Independent and Collective Writing Skill Proficiency: The Think-Pair-Share Strategy Involvement

Purpose: This study investigated the effects of Think-Pair-Share (TPS) strategy and the Conventional method on students’ performance and attitude to essay writing in senior secondary schools in Ondo State.
 Methodology: The study adopted a quasi-experimental pre-test post-test two-group design as well as a descriptive survey-type design. The population for the study comprised all the public Senior Secondary School (SSS) III students of the 2021/2022 Session in Ondo State. The sample for this study was 65 SSS III students that were selected purposively. The two instruments used for this study are Essay Writing Attitudinal Scale and Students’ Socio-economic Background Status (EWASSSBS) and the Essay Writing Performance Test (EWPT). The reliability of EWPT was established through the test re-test method and a reliability coefficient of 0.70 was obtained while a reliability of EWASSSBS was obtained. The scores of the respondents from single administration were subjected to the Cronbach Alpha Reliability Co-efficient test and 0.82 was obtained.
 Findings: The outcome revealed a substantial difference between the two groups Post-Treatment Performance Scores. The post-treatment performance means score for the TPS group was 15.67, whereas the post-performance mean score for the conventional group was 12.63. The results also showed that students who were taught essay writing utilising the TPS technique had a significantly different attitude.
 Unique Contribution to Theory, Policy, and Practice: The study concluded that the TPS strategy enables student involvement in the learning process. The teachers encourage learning rather than being the exclusive source of knowledge for the students. Through collaborative learning, students have the chance to exchange ideas, respond, think creatively, discuss, critique, and assist their peers in creating better essays. As a result, we recommend that the government should ensure that English Language teachers are trained on how to use TPS strategies at regular intervals so that they can supplement the conventional method of teaching essay writing in Nigerian schools.

The Effect of a Protocol Based on Reflective Writing on developing the EFL Writing Performance and Critical Thinking of the Secondary School Students

The main purpose of the current study was to develop EFL writing performance and critical thinking of the first-year secondary stage students by using a reflective writing protocol. The present study followed the quasi experimental research design (pre/posttest and experimental and control group). To achieve this end the researcher selected 50 EFL first year experimental secondary stage students randomly from Omar El-Farouk secondary school, Zagazig directorate, Sharkia governorate, Egypt. They were equally divided into two groups, 25 students for the experimental group and 25 for the control one. An EFL writing performance test was administered to measure EFL writing performance before and after the treatment, similarly, a critical thinking scale was administered before and after the treatment adopting the reflective writing protocol. This study lasted for the period of ten weeks during the second term of the school year 2021/2022. The findings of the study showed that the reflective writing protocol was effective in developing the EFL writing performance of the secondary stage students and increasing their critical thinking.

Sex Effects on Essay Writing Performance under Selected Teaching Strategies in Senior Secondary Schools in Ondo State Nigeria

This study examined how sex affects students’ performance in essay writing under Reading-Writing (RW), Think-Pair-Share (TPS), combination (RW&TPS) strategies, and conventional methods in secondary schools in Ondo State Nigeria. The population for the study comprised all the public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo State. The sample for this study was 308 SSS II students that were selected from public senior secondary schools, using a multi-stage sampling procedure. The instrument used for this study is the Essay Writing Performance Test (EWPT). The data collected for this study were analysed using descriptive and inferential statistics. The hypothesis was tested at 0.05 level of significance. The study revealed that there was a significant sex gap in the performance of students taught essay writing using various strategies in Ondo State’s SSS. Given the importance of sex differences in the performance of students taught essay writing using various strategies, English language teachers should be aware of the differences in the responses of boys and girls in their classes to various essay topics.

THE EFFECTS OF TECHNOLOGY-BASED TEACHING ON THE WRITING SKILLS OF EFL LEARNERS AT SSC LEVEL

Using computer technology in teaching L2 writing functions is not only a tool but also a part and parcel in generating and regenerating of knowledge. There is a developing need to examine different aspects involved in the use of technology. The impact of using technology in traditional pedagogical approaches especially of L2 writing learning seems a significant one. This research addresses the difficulties that EFL learners at SSC level face while writing. It also aims to shed light on the effect of using technology tools on students' motivation and attitudes when they learn a second language. According to the nature of research purposive sampling is selected. The sample of the study consists of 40 EFL learners at SSC level of a private school Aziz Fatima Educational Complex in Faisalabad, Punjab, Pakistan. Mixed ability EFL learners of equal writing proficiency are divided into two equal groups: a control group and an experimental group with 20 students each. Two research instruments are utilized in this research: Writing Performance Test and Writing Apprehension Test as pretest and posttest. Collected data is computed and analyzed via paired sample and independent sample t-tests through the Statistical Package for the Social Sciences software (SPSS). The findings revealed the clear difference between the performances of the both groups. By integrating the modern technology into the ELT classrooms writing performance of the experimental group was significantly improved however their writing apprehension was considerably reduced. In the light of findings and experiences gained during this study some recommendations are offered for the new researchers. This quasi-experimental research is significant for the teachers also, as it explored new methods of developing writing skills that is always a challenge for the EFL learners.

L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis

There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies is essential for the development of second/foreign language learners’ abilities to accomplish learning goals. Within models of SRL, a prerequisite for the active employment of SRL strategies is learners’ self-efficacy, which interacts with strategy use in all phases. In the domain of second language (L2) writing, previous research mainly adopted a variable-centred approach to investigate the relationship between SRL strategy use and self-efficacy whereas person-centred questions have largely been neglected. Performing latent profile analysis (LPA) with undergraduate students of English as a foreign language (EFL), we identified three SRL profiles that differed quantitatively concerning levels of self-efficacy. The efficacious self-regulators with the highest levels of cognitive, metacognitive, and motivational components of SRL reported the highest levels of self-efficacy, followed by the moderate strategists; EFL learners with the lowest levels on the main SRL components reported the lowest writing self-efficacy score. Learners of different profiles differed significantly in a writing performance test with the efficacious self-regulators outperforming the other two profiles. Implications for self-regulated language learning and L2 writing instruction are discussed.

Effects of Reading-Writing and Think-Pair-Share Strategies on Secondary School Students’ Performance in Essay Writing in Nigeria

This study investigated the effects of Reading-Writing (RW), Think-Pair-Share (TPS), and combination (RW & TPS) strategies on students’ performance in essay writing in senior secondary schools in Ondo State. The study adopted a quasi-experimental pre-test post-test four-group design as well as a descriptive survey type design. The population for the study comprised all the 25 297 public Senior Secondary School (SSS) II students of the 2019/2020 Session in Ondo State. The sample for this study was 308 SSS II students that were selected from public senior secondary schools, using a multi-stage sampling procedure. The instrument used for this study is the Essay Writing Performance Test (EWPT) which was a standardised WAEC question. The reliability of the instrument was established through the test re-test method and a reliability coefficient of 0.70 was obtained. The data collected were analysed using descriptive and inferential statistics. All hypotheses were tested at a 0.05 level of significance. The performance of students in both experimental and Control Groups in the pre-test was low and did not differ statistically this established the homogeneity of the four groups before the experiment. The result also revealed that it was only in the RW and the combination Groups that there was a significant difference in the pre-test and post-test scores of the test subjects at a 0.05 level of significance. The result also established there was a significant difference in the effects of the strategies of teaching investigated on the performance of the students in essay writing.

The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development

This study examined the effects of integrating writing strategy training into EFL writing instruction on learners’ strategy use and writing performance. Two classes of EFL adult learners participated in this study. The experimental group were instructed with the writing strategy training in their EFL writing class for 14 weeks, whereas the control group received the same EFL writing program without any explicit strategy training. 
 Mixed methods were applied in collecting data. The quantitative instruments included the writing strategy questionnaires and writing performance tests, which were both pre-tested and post-tested in the both groups. The qualitative instruments of reflective journals were also conducted in the experimental group to probe deeper insights into learners’ strategy changes. The findings showed that there were significantly positive differences in learners’ using writing strategies and in writing proficiency favoring the experimental group. 
 The findings of this study indicate that writing strategy training can be integrated in the EFL writing instruction, and can bring to positive impacts for learners’ strategic awareness and writing strategy use as well as their writing performance. The paper suggested the strong need to the process-based writing instruction, and writing strategy training holds promise in this regard.

Effects of Collaborative Writing on EFL Students’ Paragraph Writing Performance: Focus on Content and Coherence

This study attempted to examine the effects of collaborative writing on EFL students’ paragraph level writing performance focusing on the two aspects of writing: content and coherence. Two batches of Grade 11 students at Felegebirahn Secondary School in Amhara Region, Ethiopia were selected for the study group based on the mean scores of the paragraph writing performance test given before the intervention. These two batches of students were randomly assigned into two groups: experimental (n=44) and control (n=44) using lottery system to conduct the study. The students in the experimental group were made to practice paragraph level writing tasks collaboratively; while the students in the control group were made to practice the same writing tasks individually for 12 weeks. The main instrument used to collect the data was paragraph writing test. Students’ questionnaire and semi-structured interview were also used to gather data regarding students’ attitude towards using collaborative writing in EFL classes. The paragraph writing test results were used to examine and compare students’ paragraph writing performance before and after the intervention. T-test was employed to analyze and interpret if the paragraph writing performance tests mean differences with-in the groups and between groups were statistically significant or not. The findings revealed that the students who practiced the writing tasks or activities collaboratively have brought more significant improvements on the content and coherence of the paragraphs they produced after the training than students who practiced the writing tasks individually. It was also noted that the students in the experimental group had exhibited positive attitude towards collaborative writing. This was confirmed by majority of the respondents from the attitude questionnaire and interview data that students finally enjoyed and were motivated to write in English after their engagement in collaborative writing. It was concluded that practicing writing tasks collaboratively in EFL writing classes can improve students’ performance to incorporate relevant and coherent ideas or sentences while students write paragraphs in English. Therefore, it was recommended that using collaborative writing in EFL writing lessons must continue and be adopted on wider scale.

Differential effects of schooling and cognitive and non‐cognitive skills on labour market outcomes: The case of the garment industry in Ethiopia

AbstractThe paper contributes to the discussion of the effects of educational attainment and skills on labour market outcomes, especially in a fast‐growing economy. The data are derived through the authors’ unique skills assessment of 591 workers at 19 foreign‐invested garment‐production companies in Ethiopia, which allows for the analysis of the impact of cognitive, non‐cognitive, and practical skills separately from that of years of schooling. Instead of using the total score of a written test as a proxy for skills, we examine the composition of skills more closely. Our findings indicate that the schooling record is a significant determinant of wage, although the level of basic cognitive skills does not necessarily correspond to participants’ educational backgrounds. We also find that the non‐cognitive skills needed to perform tasks accurately and with confidence are important for both written test performance and higher wages. Employers reward people with practical skills and knowledge directly related to work, although our findings suggest that overall cognitive capacities are developed holistically from a combination of different types of skills such as mathematical, reading, and analytical. The study highlights how developing economies face different skills assessment challenges than developed economies.

The Impact of ICT Towards Saudi EFL Students’ Writing Skills: A Quasi-Experimental Study

This study aimed to investigate the impact of using the word processor application on the writing achievement of Saudi EFL learners at Jubail Technical Institute. It used embedded-experimental mixed methods research design in which the qualitative data set provides an auxiliary role in a study that is primarily quantitative. Nested sampling technique was used to select participants for both the dominant quantitative and the auxiliary qualitative phases of the study. The participants were divided into two groups: the experimental group, which studied writing using the word processor, and the control group, which learnt writing using the traditional method. It was hypothesized that the experimental group participants would have a higher achievement in a writing performance test than those of the control group. After establishing that the two groups had homogenous writing abilities before the treatment, post-test results showed that the experimental group participants had a statistically significantly higher achievement in the writing performance test (t(67) = 6.21, p < .001) than the control group. The study recommended introducing computer-assisted writing programs in composition classes and training teachers on how to use such programs to help students develop their writing skills.

DIFFERENCES IN USING THE TWO STAY TWO STRAY AND JIGSAW MODELS ON THE ABILITY OF WRITING EXPLANATION TEXTS FOR CLASS XI STUDENTS OF SMA

This research aims to describe the following. First, the ability to write explanation texts for class XI SMA Negeri 13 Padang students who are taught using the Two Stay Two Stray model. Second, the ability to write explanation texts for class XI SMA Negeri 13 Padang students who are taught using the Jigsaw model. Third, the difference in the ability to write explanation texts for class XI students of SMA Negeri 13 Padang who are taught using the Two Stay Two Stray and Jigsaw models. This type of research is quantitative with experimental methods in the form of quasi-experimental research. This research uses the Non-equivalent Control Group Design. Sampling was done by using simple random sampling technique. In this study, class XI IPA 2 was assigned as the experimental class I, which consisted of 26 people and class XI IPS 1 as the experimental class II, which consisted of 27 people. Data were collected by using an explanatory text writing performance test. The results of this study are as follows. First, the ability to write explanation texts for class XI SMA Negeri 13 Padang students taught using the Two Stay Two Stray model is 83,6. Second, the ability to write explanation texts for class XI SMA Negeri 13 Padang students who are taught using the Jigsaw model is 81,2. Third, there is no significant difference in the ability to write explanation texts of class XI SMA Negeri 13 Padang students who are taught with Two Stay Two Stray and Jigsaw models.

A Design Thinking – Based Strategy for Enhancing EFL Students’ Writing Performance and their Sustainability Awareness

A suggested design thinking-based strategy is proposed to develop the writing performance and sustainability awareness of EFL University students. This is a one group pre/post quasi-experimental study. Thirty 4th year students at Suez University majored in TEFL participated in the study. They were taught writing using a suggested strategy based on the design thinking approach. A pre and a post writing performance tests as well as a sustainability awareness scale were devised by the researcher to measure participants’ writing performance and their sustainability awareness before and after the study. Dependent samples t-test yielded a significant difference in the participants’ mean scores between the pre and the post tests of writing performance in favor of the post test. Additionally, a difference that is significant in the participants’ mean scores of the pre and post sustainability awareness scale was found using paired samples t-test. It was concluded that the proposed strategy that is based on design thinking approach had significantly enhanced the participants’ writing performance and raised their sustainability awareness.

The Effect of Project-Based Learning Model on Persuasive Writing Skills of Saudi EFL Secondary School Students

The aim of this study was to investigate the effect of project-based learning model on persuasive writing skills of Saudi EFL secondary students. The design of the study was quasi-experimental approach using pre and posttest for control and experimental groups. Participants were consisted of (59) students of third grade secondary school, randomly divided into two groups: experimental group consisted of (30) students and control group consisted of (29) students. Experimental group was taught using project-based learning while control group was taught using the traditional method. All participants were tested using the pre/post persuasive writing performance test before and after the intervention. The difference between the posttest&amp;#39;s mean scores of the control and experimental groups were calculated using independent samples T-test. The result showed that there was a significant difference between the posttest&amp;#39;s mean scores of the control and the experimental groups in favor of the experimental group. It was concluded that participants&amp;rsquo; level of persuasive writing performance significantly developed after receiving the explicit project-based learning model.