Abstract:
This quasi-experimental study investigated how reflection-supported learning of writing affects
students' writing performance, writing motivation, and writing attitude. First-year Natural Sciences
stream students from Jimma University were study participants. Of 25 sections in the first year of
Natural Sciences, two sections were selected using the lottery method. A coin was flipped to assign
them to the treatment (N= 60) and control (N=60) groups. Writing tests (pre-test and post-test) were
given to both groups to measure their writing performance before and after the experiment.
Questionnaires were also administered to both groups before and after treatment to measure writing
motivation and writing attitudes. A one-way between-groups Multivariate Analysis of Variance
(MANOVA) was calculated using Statistical Package for Social Sciences (SPSS), version 24. The SPSS
software was also used to calculate the Paired samples t-test in determining the differences in mean
scores within each group pre-and post-treatment. A statistically significant difference was found
between the treatment and control groups in the combined dependent variables: writing performance,
writing motivation and writing attitudes. That is, reflection-supported learning of writing has a positive
effect on students’ writing performance, writing motivation, and writing attitudes. Hence, EFL
instructors should support their teaching of writing with students’ guided reflection on the pieces of
writing that they produce.
