The Impact of Using the Clustering Technique on Iraqi EFL University Students’ Writing Skill

Abstract

The purpose of this research is to examine the effect of the clustering method of instruction on Iraqi EFL students’ (English as a Foreign Language) writing performance. The study was conducted during the academic year 2024–2025 and used an experimental research design, with two groups: the experimental group received instruction using the clustering method, while the control group received traditional instruction. There were 60 students who participated in the study, with 30 students in the experimental group and 30 students in the control group.

To assess changes in writing performance, both groups completed a pre-test and a post-test that consisted of writing an essay. The scoring rubric included generating ideas; organization; coherence; vocabulary; and grammar (use of correct grammar). Descriptive statistics and an independent samples t-test were used to analyze the quantitative data and determine whether or not the difference between the groups was statistically significant.

The results indicated that the experimental group outperformed the control group in their post-test data, with a mean score of 78.4 for the experimental group and a mean score of 69.2 for the control group. The t-test analysis showed a statistically significant difference at the p < .05 level; therefore, the clustering technique significantly impacted student writing achievement.

Integration of clustering with EFL writing instruction successfully enhances the generation of ideas, coherence, and overall quality of student-generated texts for students studying in Iraqi universities. It is also suggested that all EFL instructors incorporate clustering into their writing process approach in order to foster creativity and increase the performance of their learners with respect to writing.