Effects of co-constructed rubrics on Lebanese second language learners' writing skills and attitudes : a case study from middle school

Abstract

This study explores the effectiveness of co-constructed rubrics on students writing competency, the influence of co-constructed rubrics on students attitude towards writing, and the implications of writing curricula for L2 students. This mixed methods study integrates both quantitative and qualitative data collection tools such as survey, classroom observations, pre and post tests on both intervention and comparison groups, and a pre and post interviews with the teacher and the students. The results revealed that students overall average in the intervention class increased significantly in the post writing test from 6.65 to 7.25, while the overall average of the comparison group decreased from 7.35 to 7.04, but with no statistical significance. Moreover, the survey showed that co-constructing the rubrics with the intervention students enhanced their attitudes towards writing. Class observations noted positive changes in the class dynamics and an improvement in the level of students interaction and engagement. The teacher reported that the method of co-constructing rubrics was highly effective. Not only did the lesson become more motivating, but it also engaged the students all along. She was very satisfied with the improvement her students exhibited in this short period of time. Co-constructing rubrics has emphasized the fact that writing is a skill that can be taught effectively and can be a solution for those who claim that 'writing is a universal problem.