English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The current study investigated the effect of a blended strategy based on concept mapping and text structure on EFL learners’ writing performance. An intact group (N = 42) of seventh level English majors at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2016-2017. They were assigned to an experimental group and a control group, each consisting of 21 students. A writing pretest was administered to the two groups and scored by two raters using the Weir’s TEEP attribute writing scale (1990). An independent samples t-test performed on the pretest mean scores of the two groups showed that they were homogenous prior to the experiment. Concept mapping and text formatting (the proposed blended strategy) were integrated in the Advanced Writing course (Eng 413) for experimental group students. The control group received conventional instruction that did not include the proposed strategy. Independent and paired samples t-tests revealed that the experimental group outperformed the control group in all the sub-scales of Weir’s TEEP attribute writing scale, hence supporting the positive effect of concept mapping and text formatting on EFL learners’ writing performance. Pedagogical implications are offered.

The Effectiveness of a Blended Strategy based on Concept Mapping and Text Structure in Enhancing EFL Learners’ Writing Performance