The effectiveness of interactive writing strategy in teaching writing to EFL preparatory school students and their attitudes towards writing

Abstract EN

A sample of sixty- four eleventh grade male students has been purposively chosen from Al-Tuz city at, Salah Al-Deen Governorate in the scholastic year (2017-2018) and equally distributed into experimental and control groups.

The experimental group is taught writing by using the interactive writing strategy, while the control group is taught by using the traditional method, i.

e.

without using the interactive writing strategy for a period of three months.

An achievement pre-posttest and a questionnaire have been constructed and administrated to the involved sample of the study.

The collected data have been analyzed statistically.

The obtained result are as follows: There is a significant difference between the mean scores of the experimental group in the pretest and that in the posttest of the writing skill, and in favour of the posttest.

There is no significant difference between the mean scores of the control group in the pretest and that in the posttest of the writing skill.

There is a significant difference between the mean scores of the experimental group and that of the control group in the posttest, and in favour of the experimental group.

There is a significant difference between the mean scores of the experimental group in the pre application and that in the post application of the questionnaire, and in favour of the post application.

There is no significant difference between the mean scores of the control group in the pre application and that in the post application of the questionnaire, and in favour of the post application.

There is a significant difference between the mean scores of the experimental group and that of the control group in the post application of the questionnaire, and in favour of the experimental group.