An Assessment of EFL Students' Autonomous Writing Skills Through the Application of Strategy-Based Instruction

Abstract

The purpose of this study was to investigate the impact of Strategy-Based Instruction on promoting EFL University Student’s Autonomous Writing Skills. The study was guided by three objectives; to determine the strategies that can be used in EFL instruction, to identify the effects associated with use of strategy in EFL instruction on autonomous writing skill and to determine which approach, between conventional and strategy-based instruction approach, is more effective in EFL instruction. The study adopted a descriptive survey design and questionnaire was constructed and used as the main tool for collecting data. The respondents who took part in the survey were chosen through convenient sampling. The target population for the study were the University students. A total of 48 participants took part in the survey. Regression analysis was used to establish the relationship between the dependent and the independent variable. SPSS was used to organize the data. The findings revealed that Strategy Based Instruction is a more appropriate for EFL instruction approach than the conventional approach. The study recommends that the EFL students should be involved in academic exchange. programs with institutions of leaning domiciled in English speaking countries.