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By Enhancing Students’ Ability to Solve Problems Improving L2 Students’ Writing Performance: A Quasi-Experimental Study

Year: 2025

Type: article

Abstract: This quasi-experimental study investigated the effectiveness of the Attribute Listing Approach (ALA) in improving second language (L2) writing performance and writing self-efficacy. A total of 41 international learners of Chinese as a second language were assigned to either an experimental group (n = 22), which received ALA-based instruction, or a control group (n = 19), which received traditional writing instruction over an eight-week period. ALA consisted of four stages: attribute listing, sentence expansion, peer feedback, and iterative revision. Data were collected through pre- and post-intervention writing tests, a validated writing self-efficacy questionnaire, and post-intervention interviews. Quantitative results revealed statistically significant improvements in the experimental group’s writing structure and content (p < 0.05), as well as increased self-efficacy in ideation and self-regulation, though language accuracy showed no significant gains. Qualitative findings further illustrated that ALA fostered deeper thinking, collaborative engagement, and enhanced problem-solving strategies. These findings suggest that ALA offers a promising pedagogy that fosters cognitive engagement and supports learners in tackling complex writing tasks. However, its limited impact on linguistic accuracy indicates a need for supplementary grammar-focused instruction.

Source: International Journal of Contemporary Education

DOI: 10.11114/ijce.v8i2.7660

Authors: Guan Huang, Huijing Chen, Kunpeng Zhao, Qian Wang

Institution: Zhejiang University of Science and Technology

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

Funder: Zhejiang University of Science and Technology