The Effect of Reflection Supported Learning of Writing on Students’ Writing Attitude and Writing Achievement Goal Orientations

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Abstract The purpose of this study is to investigate how reflection-supported learning of writing affects students' writing attitude and writing achievement goal orientations. First-year natural science students from Jimma University were the study participants. In the study a quasi-experimental research design was used. Consequently, from 25 sections in the first year of natural science, two sections were randomly selected, and a coin was flipped to assign them into control and experimental groups. In the study, a control group of 49 and an experimental group of 50 participants participated. A questionnaire was administered to both groups before and after treatment to measure writing attitudes and writing achievement goals. A one-way between groups Multivariate Analysis of Variance (MANOVA) was calculated using Statistical Package for Social Science (SPSS), version 24. The SPSS software was used also to calculate Paired samples t- test to determine the differences of mean scores within each group pre and posttreatment. There was a statistically significant difference between the experimental and control groups on the combined dependent variables, writing attitude and writing achievement goal orientations. Thus, reflection-supported learning of writing has a positive effect on students’ writing attitude and writing achievement goal orientations. Hence, EFL instructors called on to support their teaching of writing with students’ guided reflection on pieces of writing that they produce.

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