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Lexical chunks are treated as meaningful form–meaning–function composites stored and retrieved as wholes to reduce processing load and enhance fluency and idiomaticity. The pretest–posttest experimental design compares an experimental group with a control group after four weeks of instruction and tests two null hypotheses. 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Lexical chunks, as the composites of form, meaning and function, stored and retrieved as a whole in brain, can release the language processing burden and improve the fluency and idiomaticity of language output. To accomplish this aim, the current study attempts to provide a reply for the following question: does drawing students’ attention to the lexical chunks frequently used indifferent positions help in better success in EFL descriptive essay writing lessons as contrasting to the presently applied method of teaching? Also two null hypotheses are planned. The first states that there will not be a statistically significant difference between the mean scores of the experimental group and those of the control group in the writing performance pretest. While the second one is that there will not be a statistically significant difference between the mean scores ofthe experimental group and those of the control group in the descriptive essay writing achievement posttest. The two groups pre-test post-test experimental design was adopted. After four weeks of instruction, the findings show that there is a significant difference between the experimental group and the control group in the post-test on the side of the experimental group. Accordingly, the main findings authenticated the first hypothesis of the study, but cancelled the second one. The control group gets the mean score 71.89 while the experimental group gets 76.53. This certainly implies that the use of lexical chunks as a language learning strategy gets better in students’performance in writing fluency. |\n| Article history\u003Cbr>Received: July 23, 2019\u003Cbr>Accepted: September 19, 2019\u003Cbr>Published: October 31, 2019\u003Cbr>Volume: 10 Issue: 5\u003Cbr>Advance access: October 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Lexical Chunks,\u003Cbr>Iraqi Students,\u003Cbr>Essay Writing,\u003Cbr>Functions of Lexical Chunks, Types of Lexical Chunks |  |\n\nINTRODUCTION  \nLexical chunks usually refer to frequently-occurred, fixed or semi-fixed multi-words or sentences formed by meanings rather than grammatical rules that are acquired as a whole automatically in the language acquisition (Thornbury, 2017: 44) . Lexical chunks approach is based on the idea that language is made up of grammatical lexis instead of lexicalized grammar (Wang, 2017: 19) . Many experts and educators have been doing research on lexical chunks, finding that chunks play an important role in our everyday communication, making contributions to the ease, accuracy and fluency in listening, speaking, reading and writing. What’s more, lexical chunks are an effective way to improve students’ English writing in the foreign language (henceforth FL) acquisition. (White and Delaney, 2018: 184)  \nThe Statement of the Problem  \nTeaching English descriptive essay writing at the second year in the Department of English, University of Al-Imam Al-Kadhum is still structure-based approach. The students are required to use grammatical structures by means ofa limited number of vocabulary items. In addition, while writing, they try to translate their mother tongue chunks literally into  \nEnglish. Consequently, their writings yield mostly to be unusual or rather unnatural if not grammatically wrong.  \nThe Aim of the Study  \nThe study aims at examining the effect of lexical chunks on the perfo","cbCaiazzmR3IKTI8","https://ap.wps.com/l/cbCaiazzmR3IKTI8","pdf",204163,"English","# Article Info\n## Abstract\n## Article History\n## Key Words\n# Introduction\n## The Statement of the Problem\n## The Aim of the Study\n## The Goal of the Study\n## Hypothesis\n## The Questions of the Study\n# Theoretical Background of Chunks","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to experimentally examine the influence of using lexical chunks on the writing fluency achievement of second-year university students of English.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A two-group pretest–posttest experimental design was adopted, with four weeks of lexical-chunks instruction for the experimental group and comparison against a control group.\"},{\"question\":\"What were the key results regarding the hypotheses?\",\"answer\":\"The findings show a significant difference between groups in the post-test, supporting the first hypothesis while canceling the second; the control group scored 71.89 and the experimental group 76.53.\"}]","The Impact of Lexical Chunks Instruction in Developing Iraqi Students’ Writing Fluency | PDF",1792068506,18]