Using Some Self-Regulatory Writing Strategies for Developing Writing Skills and Reducing Writing Anxiety among Faculty of Education EFL Majors

Ahmed, Said Ahmed Mahrous

doi:10.21608/suijer.2023.305855

Using Some Self-Regulatory Writing Strategies for Developing Writing Skills and Reducing Writing Anxiety among Faculty of Education EFL Majors

Document Type : Original Article

Author

Said Ahmed Mahrous Ahmed

Lecturer of Curriculum and TEFL Methodology Faculty of Education, Aswan University, Egypt

10.21608/suijer.2023.305855

Abstract

The aim of the present study was to investigate the effect of using some self-regulatory writing strategies on developing writing skills and reducing writing anxiety among EFL majors.
The study used the pre-posttest quasi-experimental one group design. The Participants were forty-five first year EFL majors enrolled in Aswan Faculty of Education. The instruments of the present study included an EFL writing skills test prepared by the researcher and an EFL writing anxiety scale.
The test and the scale were administered to the participants before and after the treatment.
The participants of the study were trained to use some self-regulatory writing strategies to develop EFL writing skills and reduce their writing anxiety.
Data were treated statistically using SPSS.
Results of the study revealed that using some self-regulatory writing strategies was found to be effective in developing EFL writing skills and reducing writing anxiety among the participants of the present study

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