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The study investigated the impact of writing strategy training in improving paragraph writing performance and redusing anxiety of grade 11 students at ambo awaro high school. A quasi-experimental study was employed to compare control and experimental groups. Ninety-nine students were assigned by lottery sampling to experimental (n = 52) and control (n = 47) groups. The experimental group received explicit instruction in cognitive, affective, social, compensation, and metacognitive writing strategies while the control group continued conventional instruction. Data were collected via paragraph writing tests, and a five-point Likert writing-anxiety questionnaire administered pre- and post-intervention. The results from independent and paired-samples t-tests depicted, strategy training brought substantial gains across paragraph components: content, vocabulary, grammar, structure, mechanics) and a considerable reduction in writing anxiety. A strong negative relationship indicated that larger anxiety reductions were associated with greater performance improvements. These results underscore the transformative potential of strategy-based instruction in EFL classrooms by addressing both cognitive and affective dimensions of writing development. To sustain benefits, teachers should include writing-strategy instruction into routine teaching while curriculum developers incorporate it into syllabi and school leaders provide supportive professional development.
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Leta et al. (2025) studied this question.