Contextualization to Enhance Students’ Writing Ability

Abstract

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.