The current study aims at investigating the impact of a programme based on ADDIE model on third-year university students written performance. To conduct the study and fulfill its aims, it is hypothesized that, there is no statistical significant difference between the mean score of the experimental group performance and that of control group in pre & posttest. A sample of (60) students have been chosen arbitrarily from the third year of the Department of English at the College of Education for Women / University of Tikrit, and divided into equal groups, i.e. the experimental and control groups. The collected data has been statistically analysed using T-test formula for two independent samples. The results indicated that there is a significant difference in the mean scores between experimental and control groups in favour of the experimental group who is taught by using the suggested programme. Finally, in the light of the obtained results, a number of conclusions have been put forward.
Muhi,A A A S and Muhammed,I J . (2025). The Impact of a Programme Based on ADDIE Model on Improving EFL University Students’ Written Performance. Journal of Language Studies, 9(Issue 4, Part 1), 305-321. doi: 10.25130/Lang.9.4.P1.17
MLA
Muhi,A A A S , and Muhammed,I J . "The Impact of a Programme Based on ADDIE Model on Improving EFL University Students’ Written Performance", Journal of Language Studies, 9, Issue 4, Part 1, 2025, 305-321. doi: 10.25130/Lang.9.4.P1.17
HARVARD
Muhi A A A S, Muhammed I J. (2025). 'The Impact of a Programme Based on ADDIE Model on Improving EFL University Students’ Written Performance', Journal of Language Studies, 9(Issue 4, Part 1), pp. 305-321. doi: 10.25130/Lang.9.4.P1.17
CHICAGO
A A A S Muhi and I J Muhammed, "The Impact of a Programme Based on ADDIE Model on Improving EFL University Students’ Written Performance," Journal of Language Studies, 9 Issue 4, Part 1 (2025): 305-321, doi: 10.25130/Lang.9.4.P1.17
VANCOUVER
Muhi A A A S, Muhammed I J. The Impact of a Programme Based on ADDIE Model on Improving EFL University Students’ Written Performance. JLS. 2025;9(Issue 4, Part 1):305-321. doi: 10.25130/Lang.9.4.P1.17
