Using the Model Text Strategy to Improve the Writing Skills in Efl High-School Students

Abstract

Abstract: This research study aimed to determine the impact of the "model text" strategy on the development of English writing skills among secondary school students learning English as a foreign language (EFL). A mixed-methods approach was employed, utilizing both quantitative and qualitative data collected through pre- and post-tests, observation checklists, student surveys, and semi-structured interviews with the teacher and students. The participants consisted of twenty-four eighth-grade students, divided into experimental and control groups. Additionally, an English teacher participated in a semi-structured interview to provide supplementary information for the analysis. The results demonstrated that English instruction based on this technique enhances students' planning, organization, coherence, and paragraph content, resulting in better-structured writing. Consequently, it is concluded that integrating the model text strategy can facilitate the improvement of essential foreign language writing skills, and its consistent use is recommended. The research suggests further exploration of technological tools to improve writing quality in contexts where traditional resources prove ineffective.