Effect of Directed Activities Related to Texts on English Writing Skill: Relevance and Adequacy of the Content of Grade XI Students

Abdul Rauf


This paper addresses the effect of directed activities related to texts (DARTs) on English writing skill: relevance and adequacy of the contents.  An experimental study was conducted through true pre test post test control group design.  A public sector degree college for boys from district Lahore was selected as sample of the study.  Sixty students out of 400 enrolled in session 2018-19 were selected and divided into two equal groups randomly.  DARTs were intervened continuously for 16 weeks to the experimental group.  Students’ English writing skill: relevance and adequacy of the content was measured through a supply type English writing skill test.  Test was marked according to the rubrics Test of English for Educational Purpose (TEEP) by Reading University.  Data were analyzed by using repeated measures paired sample t test and independent sample t test.  Findings revealed that Directed Activities Related to Texts (DARTs) were effective for teaching English writing skill: Relevance and adequacy of the content.  Teachers teaching English as second language at grade XI were recommended to teach text by implementing DARTs as classroom activities for teaching English writing skill.  Students of grade XI were also recommended to practice DARTs to improve their English writing skill

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DOI: http://dx.doi.org/10.30971/pje.v37i2.1210


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