The role of the multisensory approach in developing English writing skills and metacognitive awareness of struggling writers at the preparatory stage

Abstract EN

The purpose of this study was to examine the effect of the multisensory approach on developing writing skills and metacognitive awareness of EFL struggling writers at the preparatory stage.

The participants of the study consisted of eighty seven first grade pupils including fifteen struggling writers.

Two classes were randomly selected from Bent El- Shataa preparatory school in Damietta Govemorate.

Then, they were randomly assigned into an experimental and a control group.

The pre¬-post test quasi-experimental design was used.

The researcher prepared and used three instruments: The writing skills questionnaire, the writing skills test and a rubric for scoring it, and the writing metacognitive awareness scale.

The results of the study revealed that the multisensory approach significantly developed EFL writing skills of struggling writers at the preparatory stage.

Moreover, it was effective in developing their writing metacognitive awareness.