The Effect of Self-Regulated Strategy Development on Persuasive Writing: A Quasi-Experimental Study Among Grade 6 Students in Lebanese Private Schools

摘要

Writing plays a critical role in academic, social, and professional domains. Despite this importance students across the globe are facing writing challenges. This outcome required advancing evidence-based instruction, such as the self-regulated strategy development model (SRSD), to enhance students’ writing performance. Accordingly, this quasi-experimental study with a pre-test and post-test design examined the effect of the SRSD strategies (POW & TREE) on elements of persuasive essay, linking words, length of essay, and writing quality of Grade 6 students ( n = 161) in three Lebanese private schools where English is taught as a second language. Results showed that the experimental group significantly outperformed the control group on elements of persuasive essay, linking words, length of essay, and writing quality. Results demonstrated that the SRSD writing model was effective in promoting second language persuasive writing of Grade 6 students in three Lebanese private schools. Teachers applied the intervention with fidelity and participants rated the intervention favorably. Limitations and future research directions were also discussed.