The Effect of a Multi-Method Approach to Writing Strategy Instruction on Saudi Secondary Students Perception – Research Paper Example

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The paper “ The Effect of a Multi-Method Approach to Writing Strategy Instruction on Saudi Secondary Students’ Perception” is an engrossing example of a research paper on education. Middle To conclude on the research, both the qualitative and quantitative study set out to answer the three research questions and specifically, the effect of a multi-method approach to writing and writing strategy instruction on Saudi secondary students’ perception and writing performance within the framework of theories of second-language acquisition. The above findings particularly comparisons, as made regarding the experimental and control group, make this research conclude that writing and writing strategies within Saudi Arabia secondary schools are neither isolated process nor the one-time activity that students should acquire automatically instead, a multi-method approach which should also incorporate different writing strategies.

Additionally, assessment or attempts to answer the first research question through elements such as “ strategies used to avoid writing blocks” , “ coping with personal blocks” and “ effect of the process approach” as captured in the qualitative research section writing fundamentally depends on three critical issues; first, strategies that have been used. Secondly, approaches to writing and thirdly, students’ purposeful interaction with writing materials, purposeful interaction with fellow students, and with literate communities of practice.     In addition, a conclusion can be made in line with what Ferris & Hedgcock (2005) said regarding the adoption of multi-method approaches to writing within non-English speaking countries.

In their conclusion, Ferris & Hedgcock argued that the dichotomy between ‘ process’ and ‘ product’ in terms of instruction is false. To conceptualize their argument this research has found that the process of writing and the product or the outcome of writing are two distinct and different aspects.

That is, students in the research had divergent views concerning the types of texts they generally write in English classes. Therefore the best conclusion to draw from the “ dichotomy between ‘ process’ and ‘ product’ ” is that pedagogical approach to teaching must me divergent thus a call for a multi-method approach approaches which will take care of different students who may be having appeal in writing different genres of texts.

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