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The impact of the ‘writers’ workshop’ approach on the L2 English writing of upper-primary students in Lebanon

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Al-Hroub, A 
Shami, G 


The aim of the action research reported here was to examine the differential effects of the ‘writers’ workshop’ approach on the L2 (English) writing skills of upper-primary students with varying writing abilities. The participants were 31 fifth-grade students (17 boys and 14 girls) aged 10–11, who followed L2 English writing instruction based on the ‘writers’ workshop’ approach at a private primary school in Beirut, Lebanon. The writers’ workshops were conducted twice a week over a period of eight consecutive weeks. An opinion essay served as a pre-test and a post-test in order to gauge writing improvement. Findings revealed statistically significant improvement in students’ writing-related outcomes across all writing ability groups. However, the writers’ workshops intervention was found to result in a differential group effect: generally, above-average writers benefitted more than less-proficient writers. This was particularly clear in relation to the content component of their essay writing.



Writers' workshop, writing components, peer editing, mini-lesson, drafting, revising

Journal Title

Language Learning Journal

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Informa UK Limited