Promoting EFL Writing Skills via the Self-Monitoring Strategy among the Official Language Secondary School Students

Document Type : Original Article

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Faculty of Education

Abstract

The primary goal of this research was promoting EFL writing skills via the self-monitoring strategy among the official language school students. The participants were (60) second year official language secondary school students at Al Mahalla Official Language School (experimental group) and El-Shaheed Mohamed Fadlallah Official Language School(control group), Al Mahalla El Kubra , Gharbya ,Egypt. This research adopted the quasi-experimental design using two groups: an experimental group (n = 30), and a control one (n = 30). To collect data, three instruments were used: an EFL writing skills checklist, an EFL writing skills test, and an EFL writing skills rubric. The experimental treatment was carried out during the second semester of the academic year (2023-2024).The two groups were pre- and post-tested using an EFL writing skills test. The results showed that the experimental group students outperformed their control group classmates on the EFL writing skills post-test. When the experimental group's pre- and post-test scores were compared, they showed a significant increase. This shows that the self-monitoring strategy was effective in helping students improve their EFL writing skills.

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Benha Journal of Humanities Sciences
Volume 3, Issue 5
September and October 2024
Pages 275-301

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