Abstract
Audience awareness in writing is a vital concern for all mass communicators. Writing methods enable students to specifically and clearly learn how to consider their readers. The purpose of this study was to investigate the effects of promoting audience awareness in elementary school students to their writing ability. We used one type of procedural facilitation strategy focused on text revision to promote audience awareness. We introduced 2 self-assessment checklists whereby students were encouraged to evaluate and modify their text. We used a pre/post-test quasi-experimental design. We recruited 2 fifth-grade classes that we randomly assigned to the experimental group and the control group. The experimental group received 12 weeks of experimental treatment, whereas the control group did not. The obtained data were analyzed by using one-way ANCOVA statistics and trend analysis. The results show significant differences between the experimental group and the control group in audience awareness, text revision skill, and writing quality. The experimental students gradually progressed in audience awareness, text revision skill, and writing quality.