Impact of Expository Text Patterns Manipulation on Iranian EFL Learners’ Expository Text Writing
Subject Areas :
safieh Fallahi Dehpahni
1
,
Abbas Bayat
2
*
,
Faramarz Aziz Malayeri
3
1 - Department of ELT,Malayer Branch, Islamic Azad university , Malayer,Iran
2 - Department of TEFL, Department of TEFL, M. C., Islamic Azad University, Malayer, Iran
3 - Department of ELT, Faculty Member Malayer Branch, Islamic Azad University (IAU), Malayer, Iran
Keywords: Expository text, Expository text patterns, Expository writing, EFL learners,
Abstract :
The focus of the current study was to investigate the impact of expository patterns instruction on expository writing development among Iranian intermediate EFL learners within gender and level of proficiency. Accordingly, 125 male and female learners out of 250 EFL learners nested in five groups, intact institute classes, were selected based on PET (Preliminary English Test) scores. Participants were male and female learners divided into four experimental groups and a control group. Having gone through a factorial quasi-experimental research design and the statistical analysis procedures analysis of covariance and MANOVA, the study yielded the following results :(a) The subjects, who had the opportunity to receive expository patterns instruction as the treatment of the study, outperformed the subjects with lack of treatment. Therefore, the researcher came to the conclusion that the application of expository patterns manipulation had a greater meaningful effect on the writing performance of EFL learners. (b) The findings also indicated that male groups outperformed female groups in their achievements in term of writing development processes. (c) The expository patterns scores are similar for students with different proficiency levels of low and high intermediate levels; leading to the conclusion that writing expository texts through expository patterns was not affected by the levels of proficiency. The findings of this research will have significant outcomes for the learners, teachers as well as material developers and syllabus designers.
Aljaafreh, A., Lantolf, JP. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The modern language journal, Vol. 78, No. 4 (Winter, 1994), pp. 465-483.
Armbruster, B., Anderson, T., and Ostertag, J. (1987) Does text structure/summarization instruction facilitate learning from expository text?, Reading Research Quarterly, 22, 331-346.
Armbruster, B.B., Anderson, T.H., & Ostertag, J. (1989). Teaching text structure to improve reading and writing. The Reading Teacher, 43 (2), P 130-137.
Bakken, J. P., Mastropieri, M. A., & Scruggs, T. E. (1997) . Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. Journal of Special Education, 31(3), p 300-324.
Baradaran, A., Sarfarazi, B.(2011). The impact of scaffolding on the Iranian EFL learners' English academic writing. Australian journal of basic and applied sciences 5(12): P 2265-2273.
Bonnie Dee Reed, A. (2005). The effects of explicit instruction of expository text structure incorporating graphic organizers on the comprehension of third-grade students.
Dynan, L., Cate, T., and Rhee, K. (2008). The impact of learning structure on students' readiness for self-directed learning. Journal of Education for Business, 84 (2), P 96-100.
Englert, C.S., Raphael, T.E., Anderson, L.M., Fear, K.L, & Gregg, S.L. (1988). A case for writing intervention: Strategies for writing informational text. Learning Disabilities Focus, 3(2), P 98-113.
Englert, C.S., Stewart, S.R., & Hiebert, E.H. (1988). Young writer’s use of text structure
in expository text generation. Journal of Educational Psychology, 80 (2), P 143-159.
Ghaith, G.M., & Harkouss, S.A. (2003). Role of text structure awareness in the Recall of expository discourse. Foreign Language Annals, 36(1), P 86-96.
Griffin, C.C., & Tulbert, B.L. (1995). The effect of graphic organizers on students comprehension and recall of expository text: A review of the research and implications for practice. Reading and Writing Quarterly, 11, 73-89.
Hayati, A., Ziyaeimehr, Z. (2011). A Study on the Effect of Scaffolding through Joint Construction Tasks on the Writing Composition of EFL Learners. DOI: 10.3968/j.sll.1923156320110203.012.
Meyer, B.J.F. (1985) Prose analysis: purposes, procedures, and problems, in Britton, B.K. and Black, J.B. (eds.) Understanding Expository Text: A Theoretical and Practical Handbook for Analyzing Explanatory Text, Hillsdale, NJ: Lawrence Erlbaum Associates.
Meyer, B.J.F. and Rice, G.E. (1984) The structure of text, in Barr, R., Kamil, M.L. and Mosenthal, P. (eds.) Handbook of Reading Research, New York: Longman.
Meyer, B.J.F., Talbot, A.P., Poon, L.W., and Johnson, M.M. (2001) Effects of structure strategy instruction on text recall in older African American adults, in Harris, J.K., Kamil, A.G. and Pollock, K.E. (eds.) Literacy in African American Communities, Mahwah, NJ: Lawrence Erlbaum Associates.
Hariyati, R. (2018). Improving the expository paragraph in writing skills by using think talk write (ttw) strategy at the eighth graders of SMP Negeri 3 Sekampung.
Slater, W.H., & Graves, M.F. (1989) Research on expository text: Implications for teachers. In K.D. Muth (Ed.), Children’s comprehension of text, p 140-166.
Weaver, C.A., and Kintsch, W. (1996) Expository text, in Barr, R., Kamil, M.L.