Online Explicit Essay Structure Instruction and Sentence-Level Errors in Arabic EFL Writing
DOI:
https://doi.org/10.60072/ijeissah.2026.v4i02.003Abstract
This study investigates the effectiveness of explicit essay structure-instructional strategies (ESIS) in improving English sentence structure accuracy among Arabic-speaking English as a Foreign Language (EFL) learners. Arabic speakers frequently encounter challenges in academic writing due to significant linguistic dissimilarities and First Language (L1) transfer. The research employed a quasi-experimental pre-test/post-test design involving 60 Arabic ESL students in an academic writing course. The intervention utilized a Genre-Based Approach (GBA) to provide a macro-level organizational blueprint for persuasive essays, combined with the Contrastive Analysis Hypothesis (CAH) to address micro-level syntactic errors. Qualitative data were collected through semi-structured interviews to explore learner perceptions. The findings indicated that the ESIS intervention led to a notable reduction in sentence-level errors. Learners reported that the structural scaffolding reduced cognitive load, allowing them to focus more effectively on grammatical precision. The study demonstrates that coupling macro-level structural guidance with micro-level instruction is an effective pedagogical model for mitigating L1-based writing errors. This approach suggests that improvements in sentence accuracy emerge most effectively when learners are provided with a clear organizational framework that assists in managing the complexities of English academic discourse.
Keywords:
Arabic-speaking EFL Learners, Essay Structure Instruction, Persuasive Writing, Sentence-Level ErrorsReferences
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