Pixel International Conferences

EFL students  need to be aware  about  the  fact  that  the  development  of  the  writing  skill  involves dealing with writing as a process and not as a product of accurate use  of  grammar  and  vocabulary.  Learners  should  be  made  aware  of  the  writing  process through  the  intensive  practice  of  writing  which  leads  to  the  effective  use  of  the  writing strategies that allow them to decide about what to write, , how to evaluate what they write ,and how to write.

We should make students aware of the different processes of writing will help them to overcome the barriers they face when they write and to produce well written texts. The findings gathered in this study confirmed the set hypotheses in that the problems the students face in writing can be avoided, and effective production can be achieved if they are made aware of the importance of the writing process and the stages it entails.

In the field of TEFL, several strategies have appeared to improve learners' composition writing, one of them is Slip Writing Strategy (SWS), which every student can generate one sentence per slip. The scoring consists of four components which are vocabulary and structure; organizing, linking, and register; presentation and coverage of points; and finally relevance, handwriting, and spelling.

The present study aims at investigating the impact of Slip Writing Strategy on Iraqi EFL Secondary School Students' Composition Writing. It is an attempt to experiment this new orientation in teaching to find its impact on the learners' performance and consequently make the suitable recommendation in this regard.

The study is limited to 4^th grade secondary schools for boys in Baghdad Governorate during the academic year 2016-2017.

The procedures followed are:

1.    Selecting two groups to be the sample of  the study and assigning them as an experimental group and a control one;

2.    Equalizing the two groups in terms of several variables which are mid-year exam, age, the pretest, academic level of father, and the academic level of mother;

3.    Constructing a posttest to assess the samples of composition writing;

4.    Exposing the test to specialists in ELT and linguistics to ensure its face validity;

5.    Calculating the reliability coefficient of the test;

6.    Teaching the students of the experimental group CW according to the SWS ,while teaching the students of the control group CW by the strategy stated in the teacher's book;

7.    Using suitable statistical tools for analyzing data of the study, and finally;

8.    Stating conclusions, recommendations and suggestions.

So, the results of the current study reveal that there are differences in EFL students' performance in composition writing in favor of the experimental group, according to the results of the fifth hypotheses. Thus, the suggested teaching strategy, i.e. SWS is proved to be a beneficial one.

Based on the above results, main conclusions, recommendations and suggestions for further studies have been put forward.

Keywords: Writing, Flip writing, composition,Strategy, EFL, performance