The Implementation of Brainstorming to promote EFL Learners’ Writing Skill: The Case of Fourth Year Middle School Pupils at Zerrouda
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Date
2019
Authors
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Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
The current study investigates the implementation of brainstorming to promote learners’
writing skill. This research is centered around three objectives. First, it aims to identify the
role of brainstorming sessions and activities in developing learners’ ability to write. Second,
it strives to explore the extent to which brainstorming can promote learners’ writing skill.
Third, this research attempts to find out learners’ attitudes towards the use of brainstorming
as a teaching and learning approach in order to promote their writing performance. To reach
these aims, a quasi-experimental research design was adopted during six months. It involves
a comparison of written productions of a control group (CTR) and an experimental group
(EXP) resulting from a pre-test and post-test analysis in the light of Raimes’ (1983) model of
components of writing and Osborn’s approach of brainstorming (1953) [which has been
reinforced by many authors like Cullen (1998)]. 26 questionnaires were used as a
complementary data collection tool to check the learners’ attitudes towards the use of
brainstorming to develop their writing performance. As far as data analysis procedures are
concerned, mixed methods approach combining both qualitative and quantitative method was
adopted. The quantitative data are analysed using the frequencies for the experimental
research and the SPSS for the questionnaire, the qualitative results are analysed using the
qualitative content analysis. The obtained results have shown considerable differences
between the experimental group and the control group. The former made a significant
progress concerning the different components of the writing skill; namely: the content, the
writer’s process, word choice, organization, mechanics and grammar. However, the latter did
not demonstrate such improvement in all aspects. Therefore, the findings confirmed the
importance of the brainstorming approach in developing EFL learners’ writing skill.
Moreover, the results of the questionnaire revealed that the participants in this study hold
positive attitudes towards the use of brainstorming as a teaching and learning technique.
Description
30cm ; 99p.
Keywords
Brainstorming, Control group , Experimental group, Post-test, Pre-test, Quasiexperimental research, Writing skill.
Citation
Didactique des langues étrangères