A Suggested Program Based on Self-Regulated Strategy Development for Developing English Language Functional Writing Skills of Students at Al-Azhar University - Gaza

Abstract

As one of the four basic language skills (listening, speaking, writing, and reading), writing is given a unique importance as it has been considered the most difficult skill and the most important invention in language learning. It provides relatively permanent record of information, ideas, opinions, beliefs, feelings, arguments, explanations and theories. Harmer (2007) manifests that writing is a process, that is, the stages the writer goes through in order to produce something in its final form. This process may, of course, be affected by the content of the writing, the type of writing, and the medium it is written in. The writing process has four main stages: planning, drafting, editing, and final draft. Weigle (2002) confirms that writing plays a crucial role in social, cultural, occupational, business and academic contexts not only in conveying information but also in transforming information to create new knowledge in such a demanding life. Writing as a productive skill, may be considered as the most important skill that second language students should enhance (Hyland, 2003). According to a report published by the National Commission on Writing (2006), writing is considered a critical skill for student in school, college, and lifelong. Abu-Rass (2001) assumes that writing is a difficult skill for native and nonnative speakers alike, for writers should balance multiple issues such as: content, organization, purpose, audience, vocabulary, punctuation, spelling, and mechanics. Moreover, it encourages thinking and learning, motivates communication and makes thought available for reflection. Richards & Renandya (2003) assure that writing is the most difficult task for L2 learners. This difficulty lies in both generating and organizing ideas, and translating 318 these ideas into a readable text. White and Arndt (1996) state that writing is a thinking process which demands intellectual effort, and it involves generating ideas, planning, goal setting, monitoring, evaluating what is going to be written as well as what has been written, and using language for expressing exact meanings. The development of language skills affects a person's productive ability. Several researchers have demonstrated personal success in disciplines is strongly related to a person's writing ability (Lerstrom, 1990). Many studies have been conducted on the relevant factors related to writing performance in terms of pedagogy and learning strategy. The current study attempts to examine the effects of implementing a program based on Self-Regulated Strategy Development model for developing EFL students' functional writing performance at Al-Azhar University - Gaza. Functional writing is a kind of writing related to daily dealings, administrative requirements, facilitating work in banks, companies, governmental office and so on (Fadlallah, 2002). Functional writing is a practical writing for everyday life. It fulfills the real life purposes and gives one the ability to communicate. It becomes a demand in the modern technological globalized world. Brindley and Schneider (2002) pointed out writing instruction should evolve into a more effective set of techniques and strategies that include modelled writing, shared writing, guided writing, interactive writing and independent writing. The ultimate goal of the SRSD model is to teach students to use the strategies for writing independently. It makes the use of strategies habitual, flexible and automatic. This can take a lot of time, practice and effort (Read, 2005). The SRSD instruction addresses three major goals: First, students learn to carry out specific composing processes (e.g., planning, drafting, revising, 319 editing and publishing). Second, students develop the knowledge and self-regulatory procedures (e.g., goal setting, self-monitoring, selfinstruction, and self-reinforcement) needed to apply the writing strategies and regulate their behavior during writing. Finally, SRSD is designed to enhance specific aspects of motivation, including writing attitudes, selfefficacy and effort (Lane, Harris, Graham, Weisenbach, Brindle and Morphy, 2008). Context of the study: Educators notice weaknesses in students' productive skills in English, in spite of the long time devoted to improve the English language curriculum depending on careful selection of the principles of the communicative approach. It is not difficult for educators and teachers to recognize that majority of universities students in Palestine fail to reach a satisfactory level in English after learning English for twelve years or so. The researcher recognized students' weakness in writing skills from reviewing studies related to the Palestinian students' writing performance, interviewing English language instructors at Al-Azhar University in Gaza, reviewing the English language syllabus taught at faculties of Al-Azhar University - Gaza. He led a preliminary investigation on teaching functional writing among students enrolled in Faculty of Economics and Administrative Science, Al-Azhar University - Gaza. The investigation revealed that students need to develop their writing performance and they were in urgent needs for learning to write letters, e-mails, reports, memos, articles, summaries and other important fields. These fields of writing are of great importance to their academic and occupational career in the future. This is confirmed by English language instructors who complain from students' writing performance. 321 When the researcher interviewed English language instructors at Al- Azhar University - Gaza, asking them about teaching writing courses and students' writing performance, they informed him that majority of their students have poor writing skills. Students face difficulties in generating and organizing their ideas, and they lack enough vocabulary to express themselves clearly. In addition, their writings are full of grammatical and spelling mistakes.