Contextualization to Enhance Students’ Writing Ability


  • Luqman M Rababah Jadara University



creativity, writing, contextualization, EFL, Jordan


The current study used a qualitative methodology to elicit data from ten EFL teachers of Irbid private schools in order to ascertain the responses to the research questions. The researcher gathered data from participants prior to the study using a convenience sample drawn from the public. Convenience sampling is used in research to acquire a decent approximation of the truth, and it gives valuable information Interviews and observations were used to acquire data for this investigation. Additionally, the present research made use of a technology for non-participant observation. When an observer visits a place and takes notes without being engaged in the activities of the participants, this is referred to as a non-participant observation. To ensure the study's authenticity and trustworthiness, a member check was conducted by presenting data from classroom observations and interviews. Participants had access to their audiotaped interviews as well as their written transcripts, classroom observation instructions, and field notes. As a result, this study's data was acquired through observations and interviews. Qualitative data analysis entails ascribing meaning to texts and visuals in order to address research concerns. The majority of the participating teachers were convinced that teaching students how to write in context and from the context of actual life was important. They supported the use of teaching in context in promoting students’ EFL writing creativity.

Author Biography

Luqman M Rababah, Jadara University

School of Arts and Languages


Abu Eissa, F, & Rababah, L. (2020). Exploring Types of Graffiti at Jadara University in Jordan. Journal for the Study of English Linguistics, 8 (1), 112-126.

Al_Amri, A., & Rababah, L. (2020). The Effect of Using YouTube on Developing Elementary Students Vocabulary. Education and Linguistics Research, 6(1), 129-139.

Almwajeh, M., & Rababah, L. (2018). Literature is the best tool of awaking moral understanding and evaluation: Wendell Berry's The Long-Legged House. AWEJ for Translation & Literary Studies, 2(2), 69-80.

Almwajeh, M., & Rababah, L. (2019). There is more to it than meets the eye: an intercultural study of religious speech acts between Jordanian and American students. International Journal of Linguistics, 11(1), 34-45.

Al-Nouh, N. A., Taqi, H. A., & Abdul-Kareem, M. M. (2014). EFL Primary School Teachers' Attitudes, Knowledge and Skills in Alternative Assessment. International Education Studies, 7(5), 68-84.

Alshboul, N, & Rababah, L. (2021). The emoji linguistic functions on Facebook interactions among undergraduate students at Jadara University in Jordan. Journal for the Study of English Linguistics, 9(1), 43-54.

Alshehab, M & Rababah, L (2020). Lexical Legal Problems committed by translation students when translating English legal sentences into Arabic at Jadara University in Jordan. The Asian EFL Journal, 24(3), 120-134.

Banikalef, A., & Rababah, L. (2018). Gender differences and emotional expressiveness on Facebook: An analysis of prosodic features among Jordanian Facebookers. Studies in Linguistics and Literature, 2(3), 180-184.

Bardaweel, M & Rababah, L (2022). Gender differences in using Arabizi among Jordanian undergraduate students: A socio-linguistic study. Theory and Practice in Language Studies, 12(1), 86-95

Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative: Prentice Hall.

Duke, N. K., Purcell‐Gates, V., Hall, L. A., & Tower, C. (2006). Authentic literacy activities fo developing comprehension and writing. The Reading Teacher, 60(4), 344-355.

Bulgren, J., Marquis, J., Lenz, B. K., Schumaker, J. B., & Deshler, D. D. (2009). Effectiveness of question exploration to enhance students’ written expression of content knowledge and comprehension. Reading & Writing Quarterly, 25, 271-289

De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35(3), 174-192.

Maristy, H. S. (2020, August). Contextualization to Enhance Students’ Writing Ability. In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019) (pp. 196-202). Atlantis Press.

Moghaddas, B. (2013). The effect of contextualization on the Iranian EFL learners performance in reading tasks. International Journal of Educational Science and Research (IJESR), 3(2), 11-20.

Qudeisat, L & Rababah, L. (2021). A Linguistic Landscape Study Of Shop Signs In The Northern Part Of Jordan. Multicultural Education, 7 (11), 538-548.

Rababah, L., & Banikalef, A. (2019). The use of valuing strategies into enhancing creativity in EFL writing. Education and Linguistics Research, 5(1), 30-36.

Rababah, L. (2022).Overcoming Barriers to Student Engagement Online: Voices from L2 Instructors. Journal of Positive School Psychology, 6(4). 685-693.

Rababah, L. (2021). A Stitch In Time Saves Nine: Fostering Student Creativity In Writing Through Feedback. Multicultural Education, 7(11), 531-537. Scopus

Rababah, L. (2020). Jadara University Students’ Attitudes towards the Use of Microsoft Teams in Learning English as a Foreign Language, Studies in Linguistics and Literature, 4(4), 59-64.

Rababah, L. (2020). Speech act analysis of WhatsApp statuses used By Jordanians. Review of European Studies, 12(2), 28-32.

Rababah, L. (2020). ICT Obstacles and Challenges Faced by English Language Learners during the Coronavirus Outbreak in Jordan. International Journal of Linguistics, 12(3), 98-11.

Rababah, L. (2019). Teachers’ Integration of Information and Communication Technology (ICT) Tools into Writing Classes: A qualitative study. Journal of Education in Black Sea Region, 5(1), 30-36.

Rababah, L. (2019). Using Collaborative Learning Strategies to Improve Creativity in EFL Writing: Attitudes and Actual Use. Journal of Education in Black Sea Region, 5(1), 36-52.

Rababah, L., Almwajeh, M. (2018). Promoting Creativity in EFL/ESL Writing through Scaffolding Strategy. International Journal of English and Education (IJEE), 7(3), 148-160.

Rababah, I., Rababah, L. (2018). The actual use of brainstorming strategy among teachers of Arabic for speakers of other languages in writing classes. International Journal of English Linguistics, 9(1), 133-143.

Rababah, L., Alshehab, M., & Bani Melhem, N. (2018). Exploring the Factors that Hinder Jordanian Students in Developing Creativity in EFL Writing. International Journal of English and Education (IJEE), 7(3), 161-170.

Rababah, L. (2018). An adapted version of Torrance Test of Creative Thinking (TTCT) In EFL/ESL writing: A rubric scoring and a review of studies. International Journal of English and Education (IJEE), 7(2), 128-136.

Rababah, I., Rababah, L. (2017). Investigating Arabic to Speakers of Other Languages (ASOL) Lecturers’ Attitudes towards Utilizing Flipped Classroom Instruction (FCI): A Qualitative Study at Jordanian Public Universities. International Educational studies, 10(7), 80-91.

Rababah, L., & Bani Melhem, N. (2015). Investigation into Strategies of Creativity in EFL Writing in Jordan. Journal of Literature, Languages and Linguistics, 5(23), 14-25.

Rababah, L., Halim, A., Jdaitawi, M., & Bani Melhem, N. (2013). The level of creativity in English writing among Jordanian secondary school students. Arts and Design Studies, 10, 25–29.

Shehabat, M, & Rababah, L. (2021). A sociolinguistic perspective of WhatsApp statuses used by Jordanians. Education and Linguistics Research, 7(2).9-23.

Sendur, K. A., van Drie, J., & van Boxtel, C. (2021). Historical contextualization in students’ writing. Journal of the Learning Sciences, 30(1)1-40.

Prabhu, N .S. (1987). Second language pedagogy. Oxford: Oxford University Press.