Development of EFL Learners’ Referential and Expressive Writing Performance: Task-based Instruction vs. Project-based Instruction
Subject Areas :
Delaram
Pourmandnia
1
(Department of English Language Teaching, South Tehran Branch, Islamic Azad University, Tehran, Iran)
Ahmad
Mohseni
2
(Department of English Language Teaching, South Tehran Branch, Islamic Azad University, Tehran, Iran)
Hossein
Rahmanpanah
3
(Department of English Language Teaching, South Tehran Branch, Islamic Azad University, Tehran, Iran)
Ali Asghar
Rostami Abusaeedi
4
(Department of English Language and Literature, Shahid Bahonar University of Kerman , Iran)
Keywords: Task-based Instruction, EFL learners, writing skill, Project-based Instruction,
Abstract :
The purpose of this study is to investigate the effects of task-based instruction (TBI) and project-based instruction (PBI) on the improvement of EFL learners' referential and expressive writing performance. To accomplish this objective, 60 students majoring in English translation participated in Oxford Quick Placement Test (OQPT), but out of them 50 students were selected as the members of a homogeneous sample. Then, they were assigned into two experimental groups. They were exposed to IELTS module task-based writing pre-test, treatment, and post-test, to assess the participants' writing performance. The participants in first experimental group received TBI to practice the referential and expressive types of writing, while those in the second group received PBI. The results showed that TBI and PBI affected the development of both referential and expressive writing among EFL learners. In addition, the results revealed that there was not any statistically significant difference between the effect of PBI and TBI on developing expressive and referential writings among EFL learners. The pedagogical implications of the study are discussed at the end of the paper.
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