Enhancing EFL secondary school students' writing skills through a suggested model based on constructivism

Abstract

The aim of this study was to investigate the effect of a suggested model RW based on constructivism on the writing skill performance of the EFL secondary school students in Gaza. The sample consisted of (87) female students in two groups: control 43 and experimental 44. The researchers used quasi-experimental design of two purposefully assigned, randomly chosen groups with pre- and post-tests for each. Different statistical tests included in the Statistical Package for the Social Sciences (SPSS) were used to analyze the data collected while answering the study questions and testing the hypotheses. The results showed that there were statistically significant differences at (α ≤ 0.05) between Experimental group and Control group in relation to the writing skills in favor of Experimental group. Also, the effect size of using the model based on constructivism was significantly large on students' writing skills. The researcher strongly recommended using the suggested model RW in teaching writing skill for the EFL secondary school students.