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Effect of The Holistic Approach On The Quantity and Quality of EAP Students' Writing
Effect of The Holistic Approach On The Quantity and Quality of EAP Students' Writing
Effect of The Holistic Approach On The Quantity and Quality of EAP Students' Writing
El-Koumy
THEORETICAL BACKGROUND
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Abdel Salam A. El-Koumy
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RESEARCH HYPOTHESES
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Abdel Salam A. El-Koumy
METHODOLOGY
Sample
Materials
Instruments
Two EAP writing tests were used in the study. One was used as
a pretest and the other was used as a posttest. Each test required
students to write as accurately and as much as they can about a
specified topic in the area of curricula and instruction. In developing
both tests, the researcher followed the procedures suggested by
Bachman and Palmer (1996). Before the administration of both tests,
their validity was established by four university teachers who
reviewed them in light of the portions of the design statement.
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Abdel Salam A. El-Koumy
Procedures
Scoring
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Abdel Salam A. El-Koumy
The obtained data were analyzed using the t-test. The level of
significance was set at the 0.05 level.
Pretest results
Table 1
The Difference in the Mean Scores between the Experimental
Group and the Control Group on the Pretest
Posttest results
Table 2
The Difference in the Mean Scores between the Experimental
Group and the Control Group on the Posttest
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The results of this study are limited to EAP students at the post-
university level, the materials used for both treatments, and the
operationalizations of the dependent and independent variables.
Within these limitations, one can conclude that the holistic approach
tends to complement the segregated-skill approach. Therefore, there
must be a proper balance between the two approaches to teaching
EAP writing in EFL classrooms.
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References
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