The Effectiveness of using instructional rubrics in improving learners' paragraph quality
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Date
2024
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Publisher
University of Oum El Bouaghi
Abstract
The present study focuses on the improvement of paragraph writing through the use of instructional rubrics. Writing is a hard skill to master, but at the same time, it should be done in a good style, and correct way. The use of instructional rubrics by the learners and teachers is considered a helpful way to produce meaningful written assignments, especially paragraphs. This research aims to investigate the efficiency of using instructional rubrics to improve learners' paragraph writing, evaluate the impact of rubric-based feedback on learner understanding of writing expectations and improvement in writing skills. It also attempts to shed light on the urgent need for teachers to adopt new ways to teaching paragraph writing. To achieve these aims, we hypothesize that the use of instructional rubrics will improve learners’ paragraph writing. This research is based on a quasi-experimental study with 80 secondary school students at Ben Belkacem Douda secondary school at Ain Mlila. The participants were divided into two groups, experimental and control group. The experiment was conducted through three stages, pre-test for the whole sample, five treatment sessions for the experimental group only, and the post-test for the whole sample. The results obtained from the study showed that instructional rubrics improved students paragraph writing abilities. Hence, the findings confirm the hypothesis that when students use instructional rubrics, their paragraph writing will improve. These findings suggest that educators should integrate instructional rubrics into their teaching strategies to provide clear expectations and specific feedback, thereby improving students' writing skills and fostering a more effective learning environment.