A combined approach to developing EFL university students’ academic essay writing skills: An intervention study

Abstract

Many researchers have acknowledged the tangible benefits of a combined approach to teaching second-language (L2) writing in multiple genres. However, little empirical evidence was available in the literature. Therefore, we initiated a quasi-experimental study to examine the impact of a combined approach on teaching essay writing. Eventually, an experimental group of 100 randomly selected university students received instruction in L2 writing through the combined approach. Measurements were taken to evaluate the progress of learners through essay-writing activities in different genres for a semester. All essays were evaluated against a rubric for criteria covering organisation, content, vocabulary, cohesion, structure, and mechanics. Results indicate immediate and significant improvements in students’ performance from their first essay, with positive outcomes maintained through the final essays. However, some factors demonstrated a bigger change than others. The areas where the students’ improvements were mostly identified included content, organisation and cohesion, vocabulary, and structure. In contrast, the development of using mechanics in their writing was relatively low. The study has pedagogical implications for the researchers and practitioners of English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. The way to apply a combined approach in writing classes and the method of researching the outcome of such a teaching strategy, as briefly presented in this study, could be exercised in EFL or ESL writing classes through adoption or adaptation processes. Introducing the approach in essay writing classes could be especially effective.