Investigating the Efficiency of the Rotation Model in Improving First-Year Undergraduate ESL Learners’ Writing: A Quasi-Experimental Study

Abstract

The present study uses a quasi-experimental design to assess the effectiveness of the Rotation Model (RM) on English as a Second Language (ESL) learners’ writing errors among undergraduate students. Few studies have focused on ESL learners' writing errors in inflectional suffixation. To address this gap, the current study investigates the effect of the Rotation Model on ESL learners' writing errors in inflectional suffixation within the Cognitive Load Theory (CLT) framework. The study has collected data from 132 participants. They were divided into two groups. The first group serves as the experimental group (N=66). The experimental group undergoes an intervention through the Rotation Model to improve English writing.  The second group is the Control group (N=66). The control received instruction through the grammar-translation method.) Data were collected using pretests and posttests from both groups on two different pictures. The data were analyzed using paired t-tests on SPSS. The analysis revealed that the ESL learners in the experimental group improved their writing by minimizing errors related to inflectional suffixation more than the control group. These findings suggest that the Rotation Model effectively enhances the accuracy of ESL learners' use of inflectional suffixes. The implications of these results underscore the potential of RM as a superior instructional approach over traditional methods in ESL contexts, particularly for complex grammatical structures such as inflectional suffixation.