The effectiveness of using RAFTs strategy in improving English writing skills among female tenth graders in Gaza

Abstract EN

The study aimed to investigate the effectiveness of using RAFTs strategy in improving English writing skills among female tenth graders in Gaza.

The researcher adopted the experimental approach and selected a sample of (68) female tenth graders studying at Hassan Salama Elementary School for Girls (A) in Gaza Strip.

The findings of the study revealed that there were significant statistically differences in learning English writing between the experimental and the control groups in favor of the experimental group, due to using RAFTs Strategy.

Study Tools: As a main tool for the study, the researcher used an achievement test of six questions designed and validated to be used as a pre- and posttest.

Used as a pre-test, the achievement test was meant to prove the groups' equivalence.

Besides, it was used as a posttest to measure any possible differences between the two groups.

In addition, the researcher used a content analysis card and a rubric to score students' writing.

Study most important recommendations: Based upon the previous findings, the study recommended the necessity of implementing RAFTs Strategy in teaching and learning English writing to bring about better outcomes in students' achievement.

Also, the researcher suggested that further research should be conducted concerning the effectiveness of using RAFTs strategy in teaching different English language skills and other school subjects as well.