Motivational implications of the word-count tracking strategy for improving writing fluency: A study of Saudi undergraduate EFL learners

Abstract

This study examines the efficacy and motivational implications of the word-count tracking strategy as a viable teaching strategy for improving writing output among Saudi EFL undergraduates. An intensive writing program was conducted at the English Department Al-Majmaah University with two groups who were taught through two different approaches. The experimental group took a writing session once a week (for six weeks) with the word-count tracking strategy besides their regular credit hours writing classes, while the control group also took a weekly writing session along with regular classes in which students were taught through conventional approach without the word-count tracking strategy. The main hypothesis was that the experimental group would achieve a higher mean score than the control group after the implementation of the word-count tracking strategy. The difference between the mean score of the pre-test and post-test of the experimental group and the control group was found statistically significant at p