THE IMPACT OF THE QSSSA STRATEGY ON IRAQI EFL FIFTH-GRADE LEARNERS’ WRITING SKILLS

Abstract

The transition to interactive and learner-centered teaching has not been paralleled by corresponding modifications in writing instruction approaches within elementary EFL classes. Instruction continues to be governed by conventional methods that restrict learners engagement and impede the enhancement of writing skills, especially in idea formation, organization, and linguistic precision. Structured questioning frameworks, such as the Question–Signal–Stem–Share–Assess (QSSSA) strategy, despite their theoretical foundation, are inadequately examined in Iraqi primary education settings. This study examines the impact of QSSSA on improving the writing abilities of fifth-grade Iraqi EFL learners.

A quasi-experimental pre-test–post-test control group design was utilized with 60 learners from a primary school throughout the 2025–2026 academic year. Participants were allocated to an experimental group instructed by QSSSA and a control group instructed through conventional methods. A writing assessment evaluating topic, organization, vocabulary, grammar, and mechanics was conducted prior to and during a nine-weeks intervention. The data were examined with an independent samples t-test.

The results demonstrated statistically significant differences favoring the experimental group, demonstrating enhancements in both macro- and micro-level writing skills. The research determines that QSSSA is an efficient and scalable strategy for enhancing writing in primary EFL settings