Zhao Ping
ABSTRACT
This study explores the impact of Diagnostic Prescriptive Teaching (DPT) on writing skills and attitudes in Practical English Writing courses for non-English majors. DPT is an instructional approach that diagnoses individual students’ needs and prescribes customized interventions aimed at enhancing their writing performance and attitudes toward English writing. The study participants were 244 sophomore non-English majors using a mixed-method approach, comprising a descriptive research design. The theoretical framework utilized the DPT’s. Data collection utilized Likert-scale questionnaires and open-ended questions to assess students’ experiences with the DPT interventions, self-reported progress in writing skills, and shifts in attitudes towards writing. Findings indicate that students utilized DPT to a very great extent. Personalized intervention fosters greater confidence in writing abilities and increases engagement with writing tasks. In conclusion, the application of DPT significantly improves writing skills and attitudes among non-English majors in Practical English Writing courses. By addressing individual needs through personalized strategies, DPT is a valuable instructional method in higher education, particularly for courses focused on writing skill development. This study highlights the importance of DPT in promoting better learning outcomes and suggests further exploration of its long-term applicability to other academic disciplines and diverse student populations.
Keywords: Diagnostic Prescriptive Teaching, writing skills, attitudes towards writing, Practical English Writing, non-English majors