Effects of Self-Regulated Strategy Development Writing Instruction on Argumentative Essay Writing Performance and Writing Motivation: Third Year English Majors at University of Gondar in Focus

Muluken Gebremariam
Department of English Language and Literature, University of Gondar, Gondar, Ethiopia

Kassie Shifere
Bahir Dar University

Solomon Admasu
University of Gondar

Abstract

This study was conducted to examine the effects of Self-Regulated Strategy Development (SRSD) writing instruction on argumentative essay performance and writing motivation of 12 third-year English major students at University of Gondar. A single-group time series quasi-experimental design was employed. Three argumentative essay writing tests and a writing motivation questionnaire were used to gather quantitative data at both pre- and post-intervention stages. Non-parametric inferential statistics including Friedman Test, and Wilcoxon Signed-Rank Test along with post-hoc analysis of Pairwise Comparisons with Bonferroni Correction were used to analyze the data. The analysis of the writing test findings showed that SRSD writing instruction led to improvements in the general quality of participants' argumentative essays, with a reasonable size effect (Kendall’s W = .250). In contrast, participants scored significantly higher in writing motivation test with strong Effect Size (r = 0.883) after they had received SRSD writing instruction. Based on these findings, SRSD writing instruction appears to enhance students’ argumentative writing performance and motivation. Therefore, it is recommended to incorporate SRSD into undergraduate writing courses and instructional materials.

Keywords: Self-Regulated Strategy Development, argumentative writing, writing motivation, writing performance, EFL undergraduates

Author Biographies

Muluken Gebremariam, Department of English Language and Literature, University of Gondar, Gondar, Ethiopia

Kassie Shifere, Bahir Dar University

PhD, Associate professor, Department of English Language and Literature, Bahir Dar University, Bahir Dar, Ethiopia.  

Solomon Admasu, University of Gondar

Department of English Language and Literature, University of Gondar, Gondar, Ethiopia