Using need-based writing instruction through self-reflection to improve students' writing difficulties: A counterbalanced design

Abstract

Despite the complex nature of writing, many students are hesitant to tackle difficult tasks, and there have not been enough studies conducted to determine whether writing instruction from the perspective of self-reflection improves students' writing difficulties. This article aims to bridge this gap by utilizing students' need-based writing instruction through self-reflection on their writing skills. To achieve this goal, 42 students from Arba Minch University participated and were given a writing performance test to differentiate those with writing difficulties, then completed a self-reflection on their experiences of writing effectively using an open-ended questionnaire. After thematic analysis of the self-reflection data, self-reflection-based writing instruction was employed to minimize the students' difficulties. In the analysis stages, mean and standard deviation statistics were applied, and a univariate analysis of variance was conducted to answer the question of the impact of need-based writing instruction through self-reflection on students' writing performance. The findings demonstrated that, despite the difficulties students encountered during their writing practices, self-reflection-based instruction had a significant positive impact on the participants' writing. To summarize, the findings have implications for how writing is taught in language classrooms; it is recommended that teachers should consider using self-reflection-based instruction to improve their students' writing skills.

Keywords

• Counterbalanced design
• Guided writing instruction
• Writing difficulties
• Writing instruction
• Self-reflection instruction