The Effects of Reflective Learning Integrated Process Writing Instructions on High School Students’ Attitude and Motivation Towards Paragraph Writing
Abstract
The main aim of the study was to examine the effects of reflective learning integrated process- writing instructions on high school students’ attitudes and motivation in writing paragraph. The study utilized quasi-experimental research design with mixed method approach, employing survey questionnaire which was intended to find attitude and motivation of high school students towards paragraph writing before and after the intervention. A semi-structured interview with a few selected students from the experimental group was also conducted to validate the data collected via the questionnaire. Two sections of grade eleven students at Leka Nekemte High School, in Ethiopia were chosen as participants of the study. These two sections of students were categorized as experimental (n=30) and control (n=30) groups, using the purposive convenience sampling technique. An independent sample t-test was run on SPSS version 27 to analyze survey questionnaire data, and the interview data was analyzed thematically to support the questionnaire data. The findings of the statistical analysis revealed that it significantly helped high school students to develop positive attitudes and improved their motivation towards paragraph writing. It is, therefore, recommended that high school teachers in EFL classes should encourage their students to practice paragraph writing through reflective learning integrated process writing instructions during their paragraph writing tasks.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i8.6961
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