The aim of this research is to investigate the effectiveness of a
program based on the combination of relevance and confidence
motivational strategies in developing EFL argumentative writing skills
and overcoming writing apprehension among students teachers at Faculty
of Education. The design of the research is a mixed research
methodology. It combines both quantitative and qualitative modes of
inquiry. The researcher used two groups: an experimental group and a
control group. Both groups were tested before and after the intervention.
Subjects of the present research consisted of fifty students who were
chosen randomly from fourth year students enrolled in English section at
Faculty of Education, Benha University, Egypt. They were divided into
two groups: an experimental group (N=25) students who taught through a
program based on the combination of relevance and confidence
motivational strategies and a control group (N=25) students who taught in
the regular way. The instruments of the research included an EFL
argumentative writing skills test, the Daly-Miller Writing Apprehension
Test (WAT) and a semi-structured interview. Results of the research
revealed a statistically significant difference between the mean score of
the experimental group and that of the control group in the post test of
EFL argumentative writing skills in favor of the experimental group.
Also, students' writing apprehension was decreased. These results were
ascribed to using a program based on the combination of relevance and
confidence motivational strategies.
Keywords: - EFL Argumentative Writing Skills- Writing ApprehensionThe Combination of Relevance and Confidence Motivational
Strategies. |
