No abstract

The present research aimed at investigating the effect of vocabulary strategy training in developing writing quality among third year EFL majors at the Faculty of Education, Al-Azhar University. To fulfil the purpose of the research, the quasi-experimental method was adopted (pretest -posttest control group design). A vocabulary learning strategy questionnaire and a writing quality test with a scoring rubric were developed by the researcher for collecting the target data after assuring their validity and reliability. The participants, totalling (64), were randomly selected form the third year EFL majors at the Faculty of Education in Dakahlia, Al-Azhar University. They were assigned into two groups: An experimental group (N= 32) and a control one (N=32). The statistical analysis of the elicited data using independent samples t-tests revealed that there was a statistically significant difference between the mean scores attained by the experimental group and the control one underscoring the effectiveness of the explicit vocabulary strategy training in developing writing quality as the effect size was large (Cohen's d = 1.84). The research recommended utilizing vocabulary strategy training as a framework for developing students' writing quality and other language skills.