The Impact of Group Testing as a Strategy on University ‎Students’ Writing Composition Development ‎

Abstract

In academic writing, students at universities struggle when they write a short composition in English as a foreign language. Process writings, such as brainstorming, drafting, obtaining feedback, and rewriting, are pedagogical techniques that are widely utilized to teach writing composition in a foreign linguistic communication in parliamentary procedure to develop writing skills. Teachers frequently, use groups work from which students can benefit when there is positive social interaction. EFL students learn better when they incorporate together and can share their strengths and weaknesses of ideas with others in an effective way, as students complete a composition task with assistance that they may not be able to do individually. Nevertheless, some instructors are reluctant to incorporate group testing activities in writing class. In this study, the researchers investigate the impact of group testing as an assessment strategy on writing composition development. To achieve the aim of this study, a quasi-experimental research design with two types of tests (individual test and group testing) were used. Results revealed that group testing provides a good influential assessment strategy to enhance students’ performance in a composition and has a positive effect on long-term retention and enrich their thinking process on subsequent development of writing composition.