The purpose of this study is to investigate the effect of writer's workshop across different levels of writing proficiency on the writing progress of 5th grade students studying English as a foreign language (EFL). The sample of this study consisted of 31, 5th graders who were studying English as a foreign language at a Lebanese private school in Beirut. The students' age group ranged between 10 and 11 years old. The students were classified according to their writing proficiency levels based on their existing scores into three groups: qbelow averageq, qaverageq and qabove averageq. Their English language teacher received three training sessions, 50 minutes each, in using the writer's workshop in order to implement writer's workshop in the classroom. --Writer's workshop was conducted over a period of two months, two sessions per week. The participants were given an essay assignment as a pre-test and a parallel essay assignment at the end of the two months as a post-test. The essays were corrected using ESL Composition Profile. Data analysis was based on MANCOVA test followed by Post-Hoc Bonferroni test to compare the mean difference of the three groups on the post test to determine the effectiveness of writer's workshop. --The results of this study indicated that the mean scores of the students in the three groups on the post-test were significantly higher than on the pre-test and the mean difference between the pre-test and post-test mean scores were statistically significant. The highest mean difference was in favor of the above average group on the content component of essay writing.The participants were given an essay assignment as a pre-test and a parallel essay assignment at the end of the two months as a post-test. The essays were corrected using ESL Composition Profile.
|Title||:||The Effect of the Writer's Workshop on the Writing Progress of EFL Fifth Grade Students|
|Author||:||Ghina Rustom Shami, American University of Beirut. Faculty of Arts and Sciences. Department of Education|