Student Teams-Achievement Divisions (STAD) to Develop Academic Writing Skills of EFL University Students | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 21, Volume 90, Issue 1, April 2025, Page 553-586 PDF (850.48 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2025.445101 | ||||
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| Authors | ||||
| Elsakka, S; Ali, G; Salem, R | ||||
| Curriculum and Instruction Dept -TEFL Faculty of Education Suez University | ||||
| Abstract | ||||
| The current research investigated the impact of student teams-achievement divisions (STAD) strategy in developing academic writing skills of EFL university students. The research followed a quasi-experimental one-group design. Thirty seven (37) first-year EFL students at the Faculty of Education, Suez University participated during the first semester of 2024/2025. To assess the participants' academic writing skills before and after the STAD intervention, an academic writing skills pre-post academic writing test was developed by the researcher. At the outset of the research, the participants completed the pretest. Subsequently, they received STAD-based instruction for approximately two months, after which the posttest was administered. The findings of a paired samples t-test indicated a statistically significant improvement in participants' academic writing skills, with posttest scores being significantly higher than pretest scores (t = 21.78, p < 0.01). These results demonstrate the positive impact of the STAD strategy on developing the academic writing skills of EFL students. Based on these findings, it is recommended that STAD strategy should be used as an effective teaching strategy in EFL academic writing courses at the university level. | ||||
| Keywords | ||||
| STAD strategy; academic writing skills | ||||
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