The Effect of Teaching Text Structure on Improving Writing Composition Skills and Reducing Writing Anxiety Among Seventh Graders in Jordan

• Published in: Theory and practice in language studies Vol. 13; no. 12; pp. 3251 - 3259
• Main Authors: Algaragere, Ra’ed M., Al-Khawaldeh, Mohammed A.
• Format: Journal Article
• Language: English
• Published: London Academy Publication Co., LTD 01.12.2023; Academy Publication Co., Ltd
• Subjects: Anxiety; Avoidance behavior; Communication; Composition (Language arts); Demographic aspects; Evaluation; Junior high school students; Language Skills; Learning; Learning Theories; Linguistics; Middle school students; Prevention; Process Approach (Writing); Psychological aspects; Reading Comprehension; Skills; Student writing; Study and teaching; Teaching; Text structure; Thinking Skills; Writing Ability; Writing Apprehension; Writing Attitudes; Writing instruction; Writing skills; Written language; Jordan; Jordan (country)
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.1312.23

The study aimed at identifying the effectiveness of teaching text structure on improving writing composition skills and reducing writing anxiety among seventh graders in Jordan. To that aim, the one-group pretest-posttest design was adopted. The researchers developed a writing composition test according to the structures of (problem/solution, compare/contrast, description), and writing anxiety scale. The subjects of the study consisted of 29 seventh graders, taught through the text structure procedures. The findings revealed that there is a statistically significant effect of the text structure strategy on improving writing composition and reducing writing anxiety, with a large effect size. In light of the findings, the necessary recommendations were set.