The Effect of a Teaching Model Based on the Stages of Teaching Self-Regulated Strategies on Improving Persuasive Writing Skills among Eighth Basic-Grade Students

Abstract

Abstract: The purpose of this study was to examine how a teaching model using Self-Regulated Strategy Development (SRSD) stages affects persuasive writing skills for eighth graders of SMPB. This study used a quasi-experimental design with 47 students in two groups (experimental and control). In order to attain the goals of the study, a persuasive writing test was designed to assess students performance in the following writing skills: introduction, body, conclusion, writing style and writing mechanics. Conventional instruction was used for the control group, and SRSD instructional model was used for the experimental group. The instructional intervention took place for 8 weeks. The statistical analyses performed, such as ANCOVA and MANCOVA, showed that the differences between the scores of the two groups was statistically significantly in favor of the experimental group (p<0.05). The results indicated that the SRSD model had a significant positive impact on persuasive writing in terms of the development of persuasive writing skills, especially in the structural organization of persuasive texts. The study emphasizes the importance of applying SRL strategies in Arabic language learning to improve students' writing skills and to encourage independent learning