Graded Readers: An Empirical Study Measuring the Impact on Low-Proficiency EFL Students’ Writing Fluency in Morocco

Graded readers, curricular alternatives, curricular intervention, instructional content, optimal engagement

Authors

  • Nadir El Morabit
    ndrmorabet@gmail.com
    EFL Teacher, Al Imam Al Ghazali High school, Tetouan, Morocco
June 30, 2021

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The writing ability of Moroccan students is generally characterized by low language fluency. This article examines the impact of the implementation of graded readers as a syllabus intervention alternative rather than the textbook-based approach regarding teaching writing skill. The research design for this study is a mixed method. The qualitative method was twofold, in-class and online. The first tool was conducted via a series of observations and structured discussions with students. Likewise, the second tool was conducted through online forum interactions between the students one another and students with their instructor so as to measure their perceptions on the use of graded readers as a new method of dealing with the writing skill in preparation for the formative assessment quiz. Microsoft Teams platform, commissioned by the Ministry of Education, was used as a complementary medium to enhance in-class discussions where students are required to answer some open-ended questions. On the other hand, the quantitative method was used to measure the students’ outcomes by using the Rubric Calculator Software issued by Smekenseducation.com. The findings of this study demonstrate that the use of graded readers to improve the writing fluency was encouraging according to the positive results obtained from the analyzed data regardless of the time restrictions. The paper is concluded with several recommendations for more research in the field of study and the requirements needed for the best implementation of this creative method to boost the learners’ writing fluency.