The Impact of Instruction Comprehension on Achieving Written Communication Competence among Middle School Students: A Field Study.

Abstract

This study aims to investigate the impact of understanding the instruction on achieving written communication competence among middle school students, through proposing a meaningful integrative task and analyzing their written productions according to the approved assessment indicators governing the criterion of responsiveness to the communicative situation.

This approach is based on the assumption that a student’s ability to produce a coherent text appropriate to the Communicative situation is linked to the extent of their comprehension of the components of the instruction and their sound interpretation of its functional and communicative indicators. The findings revealed that a lack of precise understanding of the instruction leads to disruption in the semantic construction of texts and to deficiencies in their internal coherence, which limits the achievement of the desired writing competence.

In light of this, it was concluded that integrating instruction analysis into the writing learning process constitutes an effective pedagogical approach for building actual communicative competence among students and improving the quality of their written productions.