Labov’s Model as an Instructional Model for Teaching EFL University Students’ Textual Aspects of Writing

This study looks at how well students continue to write and connect their thoughts throughout the narrative text. It aims at identifying the effect of using Labov’s model as an instructional model for teaching narrative writing on EFL university students’ textual aspects of writing that include cohesion, coherence, as well as meaning i.e. ideational and textual. Moreover, it seeks to find out which aspect of writing: cohesion, coherence and meaning has been affected more than the other and it prepared to find out the effect of the instructional model on EFL university students’ textual aspects of writing at the recognition and production levels, and if it affects on gender as well. The sample chosen for this study includes selecting two samples (32 controlling group and 32 experimental group), getting full information about their names, years of failure or delay if available, ages by months, gender, parents’ achievement, the marks of the previous year at the same subject, doing up a pretest to equalize both samples, preparing a lesson plan according to Labov’s narrative model and adopting it in teaching the experimental group.The results show that Labov’s model has an effective impact in improving students’ writing generally, as well as on development of the textual aspects of writing in recognition and production.