The Effect of SAID/SODA Strategy on Iraqi EFL Pupils' Writing Skill
DOI:
https://doi.org/10.25130/Lang.10.1.P1.23Keywords:
SAID/SODA Strategy, EFL Pupils, Writing Skill, EFL, Iraqi Preparatory Schools, AchievementAbstract
This study investigates the effect of the SAID/SODA strategy on the writing skills of Iraqi EFL (English as a Foreign Language) pupils. The study aims to evaluate the improvement in writing performance, including vocabulary usage, fluency, accuracy, and coherence, through the application of these two vocabulary-based strategies. The research is conducted with fifth-grade preparatory pupils at Manarat Al-Ulum Private Secondary School for Boys in Kirkuk during the 2024-2025 academic year with sample (70) of boys. A quasi-experimental design is employed, comparing an experimental group taught using the SAID/SODA strategy with a control group using traditional teaching methods.
The results demonstrate that the experimental group showed significant improvement in their writing skills, especially in terms of vocabulary usage, structure, and overall writing fluency. This study emphasizes the importance of interactive and student-centered strategies in enhancing EFL writing instruction. The findings suggest that the SAID/SODA strategy can be a valuable tool for EFL teachers in Iraq and similar contexts, offering effective methods to improve writing proficiency through vocabulary development.
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