Innovative Pathways to Proficient Writing: Examining Exploratory Practice's Effects

Abstract

This article addresses the prevalent issue of deficient writing proficiency at the university level by introducing the impact of an innovative intervention known as the Exploratory Practice (EP). This experimental study was conducted in a Lebanese university to assess the impact of EP on enhancing students’ writing skills. The research involved an experimental group and a control group. Quantitative data were extracted from students' writing drafts, pre and post study, to gauge the effectiveness of the EP intervention. The findings demonstrated a significant enhancement in writing proficiency within the experimental group. This outcome underscores the potential efficacy of EP as a dynamic pedagogical tool for improving writing skills. Therefore, this study advocates for the strategic incorporation of EP, including its foundational elements, rationale, principles, and propositions, into writing classes. The implications of this study encourage the adoption of EP to facilitate the development of proficient writing skills among students in diverse educational settings.