Developing EFL preparatory school pupils' process writing through the cognitive academic language learning approach (CALLA)‎

Abstract EN

The aim of this study was to develop some writing skills of EFL second year preparatory school pupils through the Cognitive Academic Language Learning Approach (CALLA).

The researcher adopted the quasiexperimental design.

The participants of the study were 80 pupils who were randomly drawn and divided into two groups: the control group (N = 40) and the experimental group (N = 40) from El-Gemeiza preparatory school for girls, Sharkia Governorate in the school year 2018/ 2019.

The experimental group was taught through the Cognitive Academic Language Learning Approach.

On the other hand, the control group received regular instruction.

The instruments of the study were: a)Writing skills chick list, b)Writing test, c)Rubric for grading the writing test and d) CALLA strategies questionnaire and the strategy was taught for three months.

The results indicated that there was a statistical difference between the mean scores of the experimental and that of the control group in the writing skills.

It was concluded that the present study provided evidence for the effect of CALLA to develop writing skills.