By Enhancing Students’ Ability to Solve Problems Improving L2 Students’ Writing Performance: A Quasi-Experimental Study

Abstract

This quasi-experimental study investigated the effectiveness of the Attribute Listing Approach (ALA) in improving second language (L2) writing performance and writing self-efficacy. A total of 41 international learners of Chinese as a second language were assigned to either an experimental group (n = 22), which received ALA-based instruction, or a control group (n = 19), which received traditional writing instruction over an eight-week period. ALA consisted of four stages: attribute listing, sentence expansion, peer feedback, and iterative revision. Data were collected through pre- and post-intervention writing tests, a validated writing self-efficacy questionnaire, and post-intervention interviews. Quantitative results revealed statistically significant improvements in the experimental group’s writing structure and content (p < 0.05), as well as increased self-efficacy in ideation and self-regulation, though language accuracy showed no significant gains. Qualitative findings further illustrated that ALA fostered deeper thinking, collaborative engagement, and enhanced problem-solving strategies. These findings suggest that ALA offers a promising pedagogy that fosters cognitive engagement and supports learners in tackling complex writing tasks. However, its limited impact on linguistic accuracy indicates a need for supplementary grammar-focused instruction.