The Use of the Whole Language Approach to Sharpen EFL Learners' Writing Skill at Al-Imam Muhammad Bin Saud Islamic University

Abstract

This paper supports the implementation of the whole language approach in EFL classrooms as a theoretically rich and practically feasible procedure. It aims at investigating the effect of using the whole language approach on developing the writing ability of first-year English majors at Al-Imam Muhammad Bin Saud Islamic University. The sample of the study consisted of 50 male students, randomly selected from five groups and assigned to either an experimental or control group. A writing ability pretest was administered to both groups at the beginning of the study to ensure that they were equivalent and homogenous. The same test was given as a writing ability posttest at the end of the experiment. The results revealed significant differences between the experimental and control groups in favor of the experimental one.