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This study examines the potential effect of incorporating personal learning environment-based instruction on young EFL learners’ writing performance. A quasi-experimental design was used as two intact sixth-grade sections of twenty pupils each from Juffein Primary School for Boys in the Directorate of Education of the Koura District, Irbid (Jordan) constituted the sample of the research. With a toss of a coin, one section was assigned as the control group and the other as the experimental group. A ten-week instructional treatment based on the creation of individual personal learning environments was designed and implemented with the experimental group following proper validation procedures. The control group was instructed using the guidelines of the prescribed Teacher’s Book. A writing test was also designed, validated, and administered to all 40 participants before and after the treatment. The findings revealed that the experimental group outperformed the control group with statistically significant differences found between the two groups in both overall writing and writing features (viz., ideas, organization, sentence fluency, conventions, and legibility). Relevant recommendations and pedagogical recommendations are put forth. |
