The Effects of Using Model-passages for EFL Learners to Teach Non-academic Writing and Discourse Skills

Presenting model-passages has been a mainstay of writing instruction for many decades. The purpose of the current study is to examine the empirical effects of presenting model-passages via Feez' (2002) teaching-learning cycle for EFL college students. The instructional effects of using model-passages were analyzed from three aspects. First, the teaching effects on interview skills were assessed via t-test pairs using the oral placement test as pre-test and the mock interview results as post-test. Statistical analysis results indicated that students with active participation significantly improved oral interview skills in terms of accuracy and fluency. Second, cover letter writing samples were analyzed according to Knapp & Watkins' (2005) assessment criteria of exposition. The results indicated that students improved the quality of writing skills in terms of length and genre-generic features. Third, questions in a program evaluation survey were used to identify students' degree of satisfaction regarding use of model-passages presented in Feez's teaching-learning cycle. The students group with active participation showed a significantly high level of satisfaction. In summary, it is apparent that students were able to develop their oral interview skills and improve writing skills as a result of model-based instruction. Also, the degree of satisfaction with using model passages presented via Feez's teaching-learning cycle was statistically significant.