The Effect of Reflection-supported Learning of Writing on Students’ Writing Performance, Writing Motivation, and Writing Attitude

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.