The Effect of Explicit Writing Instruction on EFL Students' Writing Performance: A Case Study

Academic writing is a crucial skill for university students, with argumentative essays being a fundamental form of written expression. Despite various instructional approaches, students, particularly those with lower foreign language proficiency, continue to struggle with essay writing. Grounded in the socio-cognitive theoretical framework and metacognitive strategies, this study examines the impact of explicit writing instruction on English major students. It explores the effectiveness of strategies such as modelling, practice with feedback, and independent practice in enhancing students’ essay-writing performance. A total of 110 argumentative essays, produced by experimental and control groups over one semester, were analysed. The findings reveal a statistically significant improvement in overall writing performance across seven assessed criteria, though not all elements improved equally. The results underscore the necessity of teaching essay writing explicitly, demonstrating that explicit instruction is an effective approach to enhancing academic writing skills among university students.