The Effect of Script Strategy on Iraqi EFL Preparatory School Students’ Productive Writing Skills
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The present study aims to investigate the effectiveness of the Script Strategy in enhancing the productive writing skills of Iraqi EFL fifth-class preparatory school students. The research focuses on two primary objectives: determining the effect of the Script Strategy on students’ overall writing performance, and examining the strategy’s impact on specific writing components, including mechanics, content, language use, vocabulary, and organization. The study further evaluates whether the Script Strategy significantly contributes to the improvement of writing as a productive language skill among EFL learners. To address these objectives, the following hypothesis was tested: There is no statistically significant difference between the mean scores of the experimental group students, who are taught using the Script Strategy, and the control group students, who are taught using conventional methods, in their writing skills variables, including mechanics, content, language use, vocabulary, and organization, as measured in the post-test. A pilot test was initially conducted with a random sample of 20 students to establish baseline writing proficiency before the intervention. The main sample included 60 students from Uqba Bin Nafah Secondary School for Boys in Tikrit City, divided into an experimental and a control group. Data were analyzed using ANOVA, independent samples t-tests, and Cronbach’s alpha for reliability. Results indicated a statistically significant improvement in the writing performance of the experimental group. Qualitative feedback from students and teachers also suggested favorable perceptions of the Script Strategy as a teaching tool. These findings support the use of structured strategies in enhancing EFL learners’ writing skills.
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