The Impact of Spelling Strategies Instruction on the Iranian EFL Intermediate Learners’ Writing Performance

Abstract

This study aimed at investigating the impact of using spelling strategies on writing performance among intermediate EFL learners in Iran. To this end, 40 intermediate female students aged between 15 to 25 were selected in Khorram Abad, Iran. They were homogenized based on their performance on Oxford Quick Placement Test, were randomly assigned into experimental and control groups. The experimental group received writing instruction based on a number of spelling strategies during 12 sessions lasting 60 minutes. In contrast, the control group was instructed based tradition approach where no spelling strategy was explicitly taught. Furthermore, two parallel writing tests, designed by a panel of well-experienced EFL teachers, were administered as pre-test and post-test to measure the participants’ writing ability before and after the instructions. Results revealed that there was a statistically significant difference between the experimental and control groups in terms of gain scores on the writing post-test. In addition, it was found that “applying knowledge of word meanings, derivations, prefixes, and suffixes” was the most frequently used and “asking a superior speller for help” was the least frequent strategy used by the experimental group. Finally, pedagogical implications for the EFL teachers and learners were discussed in light of the findings.

Keywords

• Spelling Strategies
• Writing
• Performance
• Iranian Learners
• EFL