Effects of Teaching Writing Through Integrated Skills on Students’ Performance as Compared to a Non-Integrated One

This study's major goal was to determine whether or not teaching writing using integrated skills enhances students' writing as compared to instruction that is not integrated. Two sections of grade eleven from Sekela secondary school were used as the experimental and control groups in the study. Students in Section C were given writing lessons that were integrated and assigned to the experiment group. While students in section D, which served as a comparison group, were ready to study the usual writing lessons and exercises found in the student textbook. The primary tools used to gather information for the study were written tests. The study employed a pre-test and post-test quasi-experimental approach, with 96 English students divided into an experimental group of 48 and a control group of 48. Two groups each received pre-and post-tests before and after the intervention. An independent t-test was employed to compare the data. The results of descriptive and inferential tests were examined in order to determine whether there was a quantitatively significant difference in writing performance between the two groups. The results of the study showed that students who received writing instruction in an integrated fashion outperformed those who received it in a traditional manner in terms of writing performance

Mathematics education · Significant difference · Statistics · Computer Science · Educational Methods and Media Use · Educational Practices and Challenges · Mathematics · Psychology · Artificial Intelligence

• Collaborative writing

  Open Access•Neomy Storch•Journal of Second Language Writing•2005

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• Research design

  Open Access•Marcellus Caldas, Miguel Pinto Caldas•Revista de Administração…•2003

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