The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students' Academic Writing Performance

Autor/inn/en	Chaleila, Wisam; Khalaila, Basem
Titel	The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students' Academic Writing Performance
Quelle	In: English Language Teaching, 13 (2020) 5, S.80-93 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Academic Language; Writing Instruction; Teaching Methods; Pretests Posttests; Writing Difficulties; Instructional Innovation; Arabs; Foreign Countries; Semitic Languages; Language Classification; Grammar; Cultural Differences; Vocabulary; Plagiarism; Teacher Education Programs; Undergraduate Students; Intervention; Spelling; Critical Thinking; Error Patterns; Instructional Effectiveness; Israel + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibstörung; Educational Innovation; Bildungsinnovation; Arab; Araber; Ausland; Arabisch; Hebräisch; Sprachtypologie; Grammatik; Kultureller Unterschied; Wortschatz; Plagiat; Schreibweise; Kritisches Denken; Fehlertyp; Unterrichtserfolg
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. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01