The effect of reflection supported learning of writing on students’ writing attitude and writing achievement goal orientations

Abstract

Abstract This study investigates how reflection-supported learning of writing affects students' writing attitudes and writing achievement goal orientations. First-year natural sciences students from Jimma University were study participants. In the study, a quasi-experimental design was used. Consequently, from 25 sections in the first year of natural sciences, two sections were selected using lottery method. A coin was flipped to assign them to the control and the experimental groups. In the study, a control group of 49 and an experimental group of 50 participants participated. A questionnaire was administered to both groups before and after treatment to measure writing attitudes and writing achievement goal orientations. A one-way between groups Multivariate Analysis of Variance was calculated using Statistical Package for Social Sciences (SPSS), version 24. The SPSS software was also used to calculate Paired samples t-test in determining the differences in mean scores within each group pre and posttreatment. There was a statistically significant difference between the experimental and control groups in the combined dependent variables, writing attitudes and writing achievement goal orientations. Thus, reflection-supported learning of writing has a positive effect on students’ writing attitudes and writing achievement goal orientations. Hence, EFL instructors are called on to support their writing teaching with students’ guided reflection on the pieces of writing that they produce.

Keywords

• Writing attitude
• Writing achievement goal orientation
• Writing apprehension
• Reflection-supported
• Writing performance
• Learning through reflection