The Effects of Integrating Writing Strategy Instruction on Iraqi EFL High School Students Writing Development

الملخص

This study investigated the impact of writing strategy instruction on the writing development and strategy use of Iraqi EFL high school students. Employing a mixed-methods, quasi-experimental design, the study compared an experimental group (EG) receiving explicit writing strategy instruction to a control group (CG) receiving standard instruction. Quantitative data from pre- and post-tests revealed that the EG demonstrated significantly greater improvement in writing scores and increased use of metacognitive, cognitive, and socio/affective writing strategies compared to the CG. Qualitative data from student reflective journals indicated a shift from unstructured writing habits to more conscious and deliberate strategy application. The findings support cognitive and metacognitive theories of writing and highlight the effectiveness of explicit writing strategy instruction in enhancing EFL writing skills.

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