A
large number of research studies (Erazmus (1960 ),Zamel (1983) and Raimes
(1987) ) propose that most foreign and second language instructions tend to
accentuate on the production of writing that primarily reveals accurate
grammar usage and neglected writers’ voice, quality of ideas and concentrate
on accuracy. In such classes, guided composition is the dominant.
Similarly, cognitive and metacognitive
writing strategies were abandoned in ESL writing classes. Most researchers
(Arndt 1987, Raimes 1985, Hsiao and Oxford (2002) have stressed on evolving
writing strategies for its effect on the writer’s performance. Thus, this
study would attempt to fill this gap area and focus on analyzing whether a
multi method approach with the training of metacognitive writing strategies
improve ESL writing skills for secondary learners in Saudi Arabia. It also
tends to investigate the correlation between students’ perception of the
writing strategies and their performance.
Further,
studies have not been embarked to analyze whether combining teaching
approaches of writing (multi method approach) and adopting writing strategies
may help in improving the writing skills of the ESL learners. Thus, this
study would attempt to fill this gap area and focus on analyzing whether a
multi method approach with the training of metacognitive writing strategies
improve ESL writing skills for secondary learners in Saudi Arabia. It also
tends to investigate the correlation between students’ perception of the
writing strategies and their performance.
Consequently,
the teaching approaches of writing will shift the teacher’s concerns from
accuracy to writer, reader, content and context .The students would be
monitored for eight months and evaluated on the basis of various parameters.
The results from these groups would be compared to find out whether
implementing a multi method approach with the use of metacognitive writing
strategies improve the writing skills of ESL learners or not.
Key
Words : multi method approach , writing strategies , ESL writing skills , student perceptions
, writing performance
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