The Effect of Paragraph Analysis Techniques on EFL Learners’ Writing Performance and their Attitude: Aman Secondary School 11th Grade Students in Focus

Abstract

The main purpose of this study was to investigate the effect of paragraph analysis techniques on EFL learners’ writing performance and their attitude. The study was carried out in Aman Secondary High School with special reference to grade11students. This research project was quasi experimental in design. The intervention was conducted for two months and the data was analyzed using a t-test statistical procedure. In addition, questionnaire, and interviews were employed in order to obtain data required for the study. To conduct this study the sample population was composed of the students who were studying in 11th grade of four sections; the sample students distributed into 45 and 47 in each class and they selected purposively. They were divided into two groups: i.e. control group consisted 47 and experimental group comprised 45 students. The participants were pretested at the beginning of the study to make sure that they were homogenous. The test result of the pre-test showed that there was no significant difference in paragraphs analysis techniques of the students’ writing performance between the control and experimental groups prior to the experiment. Afterwards, the experimental group taught an intensive training through using analysis techniques of model paragraphs whereas, the control group students were received the lesson on paragraph writing through conventional techniques commonly used in grade 11 textbook. At the end of the experiment, the two groups were post tested a paragraph writing in order to evaluate their writing performance. In addition, 43 students from the experimental group took part in filling in the attitude questionnaire. Moreover, six students were randomly selected for interview. The mean scores of the pre-test and the posttest for the two groups were compared using the t-test. Besides, the findings of the study revealed that there were statistically significant differences between the means scores of the two groups in favor of the experimental group who achieved better results in the post-test. Finally, the data analysis showed that using analysis techniques of model paragraphs was effective in improving the participants’ paragraph writing skills. Further investigation was carried out and the result revealed that the organization of idea and content were the most improved aspects of writing due to the use of analysis techniques of model paragraphs.