The impact of using Ishikawa diagram strategy to enhance the problem solving skill in composition writing of Iraqi EFL college students

الملخص EN

This study aims at investigating the impact of using Ishikawa diagram strategy to enhance the problem solving skill in composition writing of Iraqi EFL College Students.

To achieve the aim of the present study, the following hypothesis has been put: There is no statistically significant differences at (á≤0.05) between the mean scores of the experimental group who is taught problem solving skill in composition writing according to Ishikawa diagram and that of the control group who is taught according to the traditional way in the post-test.

Thus, an experiment design was adopted.

The sample of the study was Purposive sample consisted of (103) students from 3rd year class English department college of basic education University of Diyala (52) students as an experimental group and (51) students as a control during the academic year 2017 -2018.

Meanwhile, the subjects of both groups are matched according to their age, level of parents' education, and their scores in the pre-test.

Pre-test and post-test have been designed.

The validity of the tests have been obtained by exposing them to jury members in the fields of TEFL and linguistics.

The data was collected, coded out and analyzed by using independent T-Test, two-way ANOVA and paired T-Test to answer the hypothesis of the study.

The reliability of the tests has been secured by using Alfa Cronbach formula found to be (0.86) which indicates high reliability.

Statistical analysis of data achieved through using the t-test indicates that there are statistically significant differences between the mean scores of the two groups in favour of the experimental group in the post test.

The researcher concludes that using Ishikawa diagram strategy enhances students' problem solving skill in composition writing and provides them with opportunities to actively develop skills, which enables them to locate, gather, analyze, critique and apply information in a wide range of contexts.