Effectiveness of Guided Imagery Strategy in Developing Writing Skills among EFL Students: A Proposed Training Program

Abstract

This study aimed at investigating the effectiveness of a program based on guided imagery strategy (GIMS) in developing writing skills among EFL students at Ibb University. The experimental method and quasi-experimental design were used to achieve the study objectives. The instruments of the study were a questionnaire and an achievement test. As well as voluntary EFL, second level students in the Faculty of Education at Ibb University were selected intentionally to participate in the experiment as a pair-sample group. The data collected through a three-scale questionnaire instrument consisted of four domains of 40 writing skills. Further, another instrument was a pre-post achievement test administered to 24 EFL second level students before and after conducting the program based on guided imagery strategy to explore their writing skills achievement and to determine if there was a statistical difference between the mean ranks of the pre-post experiment. The collected data were analyzed by using SPSS. The obtained data were calculated and tabulated to analyze the data by descriptive statistics (means and standard deviation, mean rank, and some of ranks) and inferential statistics (Nonparametric, Wilcoxon-test) computed. The results of the study revealed the effectiveness of the program based on guided imagery strategy in developing writing skills among EFL students at Ibb University. Moreover, the results implied a positive educational contribution of the program based on the guided imagery strategy. The most important recommendations of the study focused on conducting the targeted program for developing other EFL courses and other faculties at universities around Yemen.