Using Evoc Strategies to Enhance EFL Writing Skills ‎and Engagement of Preparatory Stage Pupils ‎

Abstract
The present study aimed at investigating the impact of using Evoc strategies to enhance EFL writing skills and engagement of preparatory stage pupils. The participants of this research were second year preparatory stage students at Ahmed Mohamed Al-Naggar, Minyet Al-Nasr, Dakahlia, Egypt. The study adopted the quasi-experimental design using eighty students to be the study participants who were divided into two groups: an experimental group received the Evoc training and a control group received the regular method. Instruments designed and used were a writing test, and an engagement scale. Results showed that there were statistically significant differences between the control and experimental groups on the post administration of the instruments in favor of the experimental group. These results indicated that the Evoc strategies led to developing students' EFL writing skills, in addition to engagement in English language.
Key words: Evoc strategies, EFL writing skills, engagement, prep stage