Abstract

The purpose of this study was to determine the effectiveness of a web-based writing instructional EFL program (WbWIP) on Jordanian secondary students’ performance. The participants of the study were 122 seventeen-year-old students in the eleventh scientific-grade studying in four secondary comprehensive schools, two male schools and two female ones that belong to Irbid Second Directorate of Education. In order to achieve the objectives of the study the researchers used a pre-post achievement test. The experiment lasted for two months (16 normal classes). The results of the study revealed statistically significant differences at (α = 0.05) in the students’ mean scores of the overall English writing achievement post-test in favor of the experimental group. The results also revealed that there were statistically significant differences at (α = 0.05) due to gender in favor of the female students compared with males. The results further revealed that there was a significant difference at (α = 0.05) among the mean scores of the students’ achievement post-test for the discoursal component “content” in favor of the experimental group.

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