Does Applying a Collaborative Draw Label Caption (DLC) Strategy Improve Argumentative Writing and Learners' Attitude Towards EFL Learning?

This study aims to investigate whether a collaborative Draw Label Caption (DLC) strategy improves argumentative writing and learners’ attitudes towards English as a Foreign Language (EFL) for learning. The study was conducted to address the research gap in the body of current literature. The originality of this research lies in presenting and examining the effectiveness of this specific teaching method that incorporates drawing into the writing process. The study aims to bridge the gap in previous research by implementing a quasi-experimental design that includes both an experimental and a control group. A pre-and post-test design was employed for this method. The study's participants consisted of 63 first-year Umm Al-Qura University students taking an English course. Thirty students formed the control group, whilst the remaining thirty-three comprised the experimental group. Further, a group interview was conducted with the learners in the experimental group to assess their attitudes toward the strategy. The results of the study revealed significant differences were observed between the pre-and post-tests in both groups; however, no significant differences were revealed in the post-tests between the two groups. The study also raises concerns regarding the findings' generalizability to various teaching philosophies. These restrictions highlight the need for care when extrapolating the study's findings and offer directions for future investigation.