ABSTRACT
The main focus of this study is to investigate the effects of a parody-integrated teaching strategy on the development of English as a Foreign Language Learners’ (EFL) writing proficiency. A class comprising 36 undergraduates was selected for this purpose. They consisted of students who were doing Engineering at Universiti Tun Hussein Onn Malaysia (UTHM). These students took Academic English subject as part of their curriculum. The parody-integrated strategy was integrated into this class's teaching of the subject. For data collection purposes, an argumentative essay was administered three times to measure students’ improvement in their writing skills. Repeated Measures ANOVA was used to analyze the collected scores from the argumentative essays. Analysis shows that the EFL students’ scores for the argumentative essay show a significant improvement. The present study concludes that the parody-integrated teaching strategy positively affected the development of EFL learners’ writing proficiency.
