DefinePK

Abstract

Second language writing research reveals learners performing poorly on writing tasks because of inadequate writing development resulting from ineffective writing instruction. This scenario prevails at the local higher education where the students are under prepared in academic English, which poses a challenge to them in coping with their studies; and English language teachers, are challenged to equip these students with the academic writing skills. This prompted the authors to plan a pedagogical intervention which is reported here. The study   investigated the impact of explicit writing strategy instruction on the writing performance of 40 undergraduate students enrolled in English for academic purposes (EAP) course at a university in Pakistan. Employing the positivist paradigm and quantitative approach, a single group quasi-experimental study with an intact group of students was carried out. Participants’  choice of writing strategies (WS) (cognitive, metacognitive and social) for the writing process (pre-writing, drafting and reviewing) using a 5-point Likert scale,  and a writing test for writing performance scores were the measures used prior and after the intervention to gather data for studying the impact of WS on WP. The intervention comprised orientation about the writing process and writing strategies followed by teacher- facilitated application of writing strategies on various academic writing tasks. The findings reveal explicit instruction helpful in teaching students WS which improved their WP. The study contributes to the limited empirical research about pedagogical intervention in second and academic writing in the context and the findings are significant for EAP teachers in similar settings to provide the much -needed academic support to the learners.