Effects of Non-integrated vs. Integrated Tasks on EFL Learners’ Writing Development: Content and Organization in Focus
الموضوعات : نشریه زبان و ترجمه
Nikoo Farhadian
1
(Department of English, Isfahan (Khorasgan) Branch, Islamic Azad university, Isfahan, Iran)
Hossein Heidari Tabrizi
2
(Department of English, Isfahan (Khorasgan) Branch, Islamic Azad university, Isfahan, Iran)
Ehsan Rezvani
3
(Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
الکلمات المفتاحية: task, Reading-writing, Writing Content, Writing Organization,
ملخص المقالة :
The current study was set to investigate whether there was any significant difference between the effects of non-integrated tasks and reading-writing integrated tasks on Iranian intermediate EFL learners’ writing development in terms of content and organization of their writings. To this end, 60 male and female adult Iranian undergraduate EFL university students were selected through convenience sampling and divided into two equal experimental groups and one control group. In the first experimental group (integrated), the integrated reading-writing group was presented with a reading passage of approximately four paragraphs simultaneously with teaching writing. The second group (non-integrated) accomplished and submitted the tasks with reading and writing assignments separately within each session. In contrast, the control group received placebo instruction on writing and reading skills through the conventional methods of teaching writing. For the purpose of the study, writing tasks and a writing scoring rubric were utilized. The results revealed that there was no significant difference between the effects of non-integrated tasks and reading-writing integrated tasks on Iranian intermediate EFL learners’ writing development in terms of content. However, the results showed that there was a significant difference between the effects of non-integrated tasks and reading-writing integrated tasks on Iranian intermediate EFL learners’ writing development concerning the organization. The findings might have theoretical and pedagogical implications for EFL teachers, learners, and curriculum designers.
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