Improving paragraph Writing Performance and Reducing Anxiety: The impact of Writing Strategy Training on Grade 11 Students at Ambo Awaro High School

Abstract

Abstract

The study investigated the impact of writing strategy training in improving paragraph writing performance and redusing anxiety of  grade 11 students at ambo awaro high school. A quasi-experimental study was employed to compare control and experimental groups.  Ninety-nine students were assigned by lottery sampling to experimental (n = 52) and control (n = 47) groups. The experimental group received explicit instruction in cognitive, affective, social, compensation, and metacognitive writing strategies while the control group continued conventional instruction. Data were collected via paragraph writing tests, and a five-point Likert writing-anxiety questionnaire administered pre- and post-intervention.  The results from independent and paired-samples t-tests depicted, strategy training brought substantial gains across paragraph components: content, vocabulary, grammar, structure, mechanics) and a considerable reduction in writing anxiety. A strong negative relationship indicated that larger anxiety reductions were associated with greater performance improvements. These results underscore the transformative potential of strategy-based instruction in EFL classrooms by addressing both cognitive and affective dimensions of writing development. To sustain benefits, teachers should include writing-strategy instruction into routine teaching while curriculum developers incorporate it into syllabi and school leaders provide supportive professional development.