The Effect of Using CALLA Instruction Strategies on 9th Grade Students' Writing Achievement and Satisfaction

摘要

This study aims to investigate the effect of using CALLA (Cognitive Academic Language Learning Approach (instruction strategies on 9th grade students' achievement and their satisfaction in learning by these strategies, and how are they influenced by certain strategies that are used in this research such as: visualizing and selective attention. The study aim is to explore the effect of using CALLA instruction strategies on 9th grade students' writing achievement and satisfaction in Mafraq city. The researcher used a quasi-experimental design, the participants in this study were assigned randomly into four group: two experimental groups totaling (15) students in each and two control groups totaling (15) students in each. The control groups (30 students) studied the writing traditionally, while the experimental groups (30 students) studied the writing through CALLA. A pre-test was administered to the groups to make sure that there were no significant differences between their performances in writing achievement and satisfaction achievement scale.The findings of the study showed that there are significant statistical differences at the level of (α =0.05) attributed to the method as (f) value totaled 55.395 with a significance of 0.000 in favor of the experimental groups with no significant statistical differences attributed to gender or interaction between gender and method. Moreover, there are significant statistical differences at the level of (α =0.05) attributed to the method in wiring achievement satisfaction as (f) value totaled 206.501 with a significance of 0.000 in favor of the experimental groups with no significant statistical differences attributed to gender or interaction between gender and method.Based on the findings of the study the researcher presented several recommendations and implications.