Using Writing Checklist in Composing Descriptive Essays Among EFL Learners at the Intermediate Level

Abstract

This study investigated the impact of writing checklist on composing descriptive essays among EFL learners at the intermediate level. Sixty participants were assigned to experimental and control groups. Both groups were given a pre-test of writing a descriptive essay including 150 words. The experimental group used checklist for learning while the control used teacher correcting technique in each session. Finally, the participants took the post-test of writing descriptive essays at the end of course. Data analysis revealed that the experimental group outperformed the control group. The implications suggest that using the writing checklists could be beneficial in writing activates.