TY - JOUR ID - TI - The Impact of Journalistic Questions Pre-Writing Technique on Iraqi EFL Secondary School Students' Performancein Writing Composition AU - Asaad Abdul Muhsin Abdul Wahhab Asst. Inst. M. A. ELT PY - 2021 VL - 38 IS - 1 SP - 99 EP - 124 JO - Al-Bahith Journal مجلة الباحث SN - 22223002 2790220X AB - The process of writing is considered as one of the most important skills in teaching the foreign language. It enables learners to express their ideas, thoughts, feelings, knowledge.. etc in a writing form. Writing is the product of thinking, drafting, and revising procedures requiring special skills. However, this process is considered as one of the most challenging and complex tasks in teaching the foreign language. It needs various sets of competencies. In Iraqi EFL classrooms, teachers face a number of difficulties and problems in teaching the process of writing. Also, learners face problems in learning this process. Accordingly, teachers are advised to adopt various strategies and techniques in teaching composition writing. Journalistic Questions pre-writing technique is one of the most effective techniques implemented in writing teaching composition. It enables the learners to create and organize their ideas andthoughts to produce effective composition. Moreover, this technique encourages cooperative learning and group work. Also, it is an interesting technique in teaching writing. This study aims at investigating the impact of Journalistic Questions pre-writing technique on Iraqi EFL secondary school students' performance in writing composition. This aim is achieved by the following null hypothesis which states that there is no statistically significant difference between the mean score of the performance of the experimental group students who are taught writing composition by Journalistic Questions pre-writing technique and that of the control group students who are taught writing composition by the traditional technique in the writing composition post-test. The study is limited to the students of the fifth preparatory class, in Karbala during the academic year 2017-2018. The results prove that there is a statistically significant difference between the mean scores of the performance of the experimental group students who are taught writing composition by Journalistic Questions pre-writing technique and that of the control group students who are taught by the traditional technique in the writing post-test in favor of the experimental group. Based on the above result, some conclusions and pedagogical recommendations have been put forward, as well as a number of further studies have been proposed.

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