The Effect of Strategy-Based Instruction on EFL University Students’ Writing Performance: A Study at the University of Benghazi, Al-Abyar Branch
DOI:
https://doi.org/10.65405/wzdsq166Keywords:
writing instruction, strategy-based approach, traditional methods, EFL learners, academic writingAbstract
Developing writing proficiency in English as a Foreign Language (EFL) remains a significant challenge, particularly at the university level. Conventional teaching approaches, which emphasize grammatical correctness and imitation of model texts, often constrain students’ ability to generate ideas and organize coherent essays. This study investigated the relative effectiveness of a strategy-based instructional approach in comparison to traditional methods at the University of Benghazi, Al-Abyar branch. A quasi-experimental design was employed with an experimental group and a control group. Writing performance was measured through pre- and post-tests, and the data were analyzed using descriptive statistics, paired-samples *t* tests, one-way Analysis of Variance (ANOVA), and Mixed ANOVA. The findings indicate that the experimental group exhibited significantly greater improvement in writing performance than the control group. These results underscore the value of integrating strategy-based instruction into EFL writing curricula in higher education contexts.
Downloads
References
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Lawrence Erlbaum Associates.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.
Liu, J., & Hansen, J. G. (2002). Peer response in second language writing classrooms. University of Michigan Press.
Oxford, R. L. (2017). Teaching and researching language learning strategies (2nd ed.). Routledge.
Raimes, A. (1983). Techniques in teaching writing. Oxford University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Comprehensive Journal of Science
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
