Writing is a fundamental language skill, yet it remains challenging skills for English as Foreign Language (EFL) students, with ineffective instruction a key factor. This study investigated the effectiveness of teacher-led collaborative modeling (TLCM) instruction on Grade 11 students’ writing performance using a quasi-experimental pretest-posttest non-equivalent control group design Experimental Group (EG) = 62, Control Group (CG) = 60 students. Writing was evaluated using Paulus’s (1999) six-component rubric. Independent-samples t tests showed no pre-intervention differences between groups, while posttest indicated EG significantly outperformed CG in overall writing ( p < .001, Cohen’s d = 1.31). Component-level analysis also revealed significant improvements across all six components ( p < .001 for all), with large effect sizes (Cohen’s d = 1.00-1.21). These findings provide the first empirical evidence from Ethiopia that TLCM is an effective instructional strategy, providing both comprehensive and component-specific improvements in EFL writing. The study offers implications for EFL teachers, curriculum designers, and researchers in Ethiopia and similar EFL contexts.
Bezabh et al. (Sat,) studied this question.
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