The effect of using cognitive academic language learning approach on Iraqi EFL learners performance in composition writing

Abstract EN

The present study tries to investigate the effectiveness as well as the side effect of the approach whereby an academic learning of cognitive language is carried out in the intermediate school setting in Iraq.

The focus and attention of the study are directed towards composition writing.

The present study aims at finding out the effect of teaching Language Learning Strategies by Cognitive Academic Language Learning (CALLA) on Iraqi EFL Intermediate school pupils' performance in composition writing.

One null hypothesis is posed which states that: there is a statistically significant difference between the mean score of the experimental group and that of the control group.

The study is limited to the Iraqi EFL second intermediate female pupils, in Baghdad province, Al Rusafa the Second; during the academic year 2016-2017.

The total number of the 2nd Intermediate female pupils' is 50 pupils divided into two groups, 25 pupils per group.

Both of them have been selected and assigned as an experimental group and a control one.

The results come up to, in this study, will help Iraqi English language teachers reinforce their understanding of the best possible procedures of evaluating pupils' writing skill and performance.

The study will also help Iraqi book designers to manipulate what the study comes up to in the writing of prospective text-books and make them aware of the most useful procedures of presenting writing.