The impact of the 'writers' workshop' approach on the L2 English writing of upper-primary students in Lebanon. Issue 2 (15th March 2019)

• Record Type: Journal Article
• Authors: Al-Hroub, Anies; Shami, Ghina; Evans, Michael
• Is Part Of: Language learning journal. Volume 47:Issue 2(2019)
• Page Start: 159
• Page End: 171
• Publication Date: 2019-03-15
• Subjects: Writers' workshop -- writing components -- peer editing -- mini-lesson -- drafting -- revising; Language and languages -- Study and teaching -- Periodicals; 418.0071
• DOI: 10.1080/09571736.2016.1249394
• Languages: English
• ISSNs: 0957-1736

Abstract

ABSTRACT: The aim of the action research reported here was to examine the differential effects of the 'writers' workshop' approach on the L2 (English) writing skills of upper-primary students with varying writing abilities. The participants were 31 fifth-grade students (17 boys and 14 girls) aged 10–11, who followed L2 English writing instruction based on the 'writers' workshop' approach at a private primary school in Beirut, Lebanon. The writers' workshops were conducted twice a week over a period of eight consecutive weeks. An opinion essay served as a pre-test and a post-test in order to gauge writing improvement. Findings revealed statistically significant improvement in students' writing-related outcomes across all writing ability groups. However, the writers' workshops intervention was found to result in a differential group effect: generally, above-average writers benefitted more than less-proficient writers. This was particularly clear in relation to the content component of their essay writing.