The Effect of Prewriting Techniques on Yemeni EFL Tertiary Learners’ Writing Skills
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Abstract
The present studyinvestigated theeffectof prewritingtechniquesonYemeni
EFL tertiary learners’ writing skills and explored the improved writing aspects due to
the use of these techniques. The study was quasi-experimental with intact groups
and adopted a Pre-test and Post-test Nonequivalent Control Group Design. Only two
groups of the first level students at the Department of English, Faculty of Education,
Sana’a University, Yemen were chosen as intact groups and assigned randomly as
experimental and control groups. A composition proficiency test as a pre-test was
administered shortly beforeconducting the experimental treatment tocheck thehomogeneity among the participants. During sixteen sessions and over a period of two
months, thetreatment took place.Theexperimental group subjects weretrained and
exposed tosix different prewriting techniques, whilethesubjectsof thecontrol group
werenotexposed tothosesixtechniques.Shortlyafter thetreatment period wasover,
the post-test was administered. Immediately after the post-test, the subjects of the
experimental group wereasked torespond toa short interview (Talk aloud protocol).
The subjects of the experimental group showed statistically significant improvement
in their written performance. Further investigation was carried out and the results
revealed that theorganizationof ideas and content were the most improved aspects
of writing due to the use of prewriting techniques
Article Details
- ต้นฉบับที่ได้รับการตีพิมพ์ในวารสารวิชาการ มหาวิทยาลัยราชภัฏบุรีรัมย์ สาขามนุษยศาสตร์และสังคมศาสตร์ ถือเป็นกรรมสิทธิ์ของมหาวิทยาลัยราชภัฏบุรีรัมย์ ห้ามนำข้อความทั้งหมดหรือบางส่วนไปพิมพ์ซ้ำเว้นเสียแต่ว่าจะได้รับอนุญาตจากมหาวิทยาลัยฯ เป็นลายลักษณ์อักษร
- เนื้อหาต้นฉบับที่ปรากฏในวารสารเป็นความรับผิดชอบของผู้เขียน ทั้งนี้ไม่รวมความผิดพลาด อันเกิดจากเทคนิคการพิมพ์
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