Does Input Enhancement Develop Writing Skill? A Case Study of Jordanian EFL University Students
DOI:
https://doi.org/10.17507/tpls.1409.14Keywords:
form-focused instruction, input enhancement, conjunctions, writing skillAbstract
This research investigates the possible efficacy of input enhancement as one of the form-focused instruction (FFI) techniques for developing Jordanian English as a foreign language learners’ (EFL) writing. Fifty university students of English language literature and translation participated in the study. The participants were divided randomly into two groups, a control group of (24) which received traditional teaching of paragraph writing and conjunctions; and an experimental group of (26) which received instruction on conjunction using input enhancement. Descriptive statistics, Analysis of Covariance (ANCOVA), and Multivariate Analysis of Covariance (MANCOVA) were used to examine the data. The findings demonstrated that input enhancement developed students' writing abilities and had a favorable impact on their learning of conjunctions. Thus, many pedagogical implications and recommendations which emerged from the current study can be used by language instructors, curriculum designers, and researchers.
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