Abstract Integrated writing and strategy instruction (SI) in the English for Academic Purposes (EAP) context have increasingly drawn much research interest in recent years for their strong pedagogical and assessment value. The role of video in integrated writing has also been widely acknowledged for pedagogical and theoretical reasons. However, research on the use of video in integrated writing tasks especially in the EAP context still remains scarce. To address this gap, this paper examines the effect of SI on students’ integrated writing as indicated in their overall writing performance scores and in each of the scoring rubric scales and the differences in their performance per Common European Framework of Reference (CEFR) level. We conduct explicit SI intervention for one semester in an EAP course. The success of the intervention is highlighted in the experimental group students’ substantial improvement in their overall writing scores and particularly in the citation and verbatim scales especially at intermediate and advanced level. Our findings suggest the positive impact explicit SI has on integrated writing performance. They also highlight the value and feasibility of using video in instruction and assessment of integrated writing in EAP contexts.

中文翻译：

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策略教学对EFL学生视频介导综合写作成绩的影响

摘要 近年来，学术英语 (EAP) 背景下的综合写作和策略教学 (SI) 因其强大的教学和评估价值而越来越引起人们的研究兴趣。由于教学和理论原因，视频在综合写作中的作用也得到了广泛认可。然而，关于在综合写作任务中使用视频的研究，尤其是在 EAP 背景下仍然很少。为了弥补这一差距，本文研究了 SI 对学生综合写作的影响，如他们的整体写作表现分数和每个评分量表中所示，以及他们在欧洲共同参考框架 (CEFR) 水平上的表现差异。我们在一学期的 EAP 课程中进行明确的 SI 干预。干预的成功体现在实验组学生的整体写作成绩显着提高，特别是在引用和逐字量表方面，尤其是在中级和高级水平。我们的研究结果表明，显式 SI 对综合写作表现有积极影响。他们还强调了在 EAP 环境中使用视频进行教学和评估综合写作的价值和可行性。