Integrating Form-Focused Instruction and Discovery Approach for Developing EFL Writing Skills of Saudi Learners
DOI:
https://doi.org/10.17507/tpls.1410.09Keywords:
Form-Focused Instruction, Discovery Approach, writing skills, literary texts, Saudi EFL learnersAbstract
The current study investigated the integration of the Form-Focused Instruction and Discovery Approach termed Form Focused Discovery Approach (FFDA) for developing English Foreign language university students' writing skills through teaching novel. The study aims to shift from the teacher-centered approach to the student-centered one by discovering the literary text's form and meaning. Therefore, sixty female fourth-year students at King Khalid University in Saudi Arabia were randomly chosen and divided into two groups: an experimental and a control one taught for two months. The experimental group received instructions through the Form-Focused Discovery Approach (FFDA), examining various tasks ranging from exploring, anticipating, questioning, discussing, analyzing, reconstructing, and practicing writing and reflection. In contrast, the control group received instruction through the traditional mode. A pre-post writing test for measuring skills of grammar, word choice, mechanics, organization, coherence, and style was administered. Results showed that the experimental group outperformed the control group in overall writing skills. However, for each skill, it is revealed that four primary skills have been significantly enhanced (i.e., grammar, organization, word choice, and mechanics). The other two skills (style and coherence) have been slightly improved but with no significant differences in the post-administration of the experimental group scores. More practice should be given to recognizing the text's unity and style when implementing FFDA to enhance EFL writing skills.
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