فهرس المقالات essay writing

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - A Mixed Method Study of Interventionist DA: A Case of Introvert vs. Extrovert EFL Learners’ Academic Essay Writing
  مهدیه شفیع پور فرناز لطیف
  10.30495/jal.2020.676937
  Today, great a number of assessment methods have been practiced in educational systems. However, Dynamic Assessment (DA), as the modern assessment method with its emphasis on improvement and development of learning through joining teaching and assessment, is of paramoun أکثر

  Today, great a number of assessment methods have been practiced in educational systems. However, Dynamic Assessment (DA), as the modern assessment method with its emphasis on improvement and development of learning through joining teaching and assessment, is of paramount significance. Thus, one can call DA as a major and revolutionizing factor in teaching and assessment. So far, some conducted studies have dealt with the efficacy of DA on different language areas. In line with the relevant studies conducted, the present study worked on the effect of interventionist DA on introvert versus extrovert learners’ academic essay writing in English language translation students at Islamic Azad University Shahr-e-Qods Branch. As a result, it was confirmed that DA had a statistically significant effect on the academic essay writing of both Iranian introvert and extrovert EFL learners. Furthermore, there was a statistically significant difference between the performances of the extroverts vs. introverts on academic essay writing while applying interventionist DA. In other words, the extroverts had higher scores in their posttests compared to the introverts. Moreover, the results of the attitude questionnaire revealed that the extroverts had more positive attitude towards the application of DA than the introverts. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - Modeling and Non-modeling Genre-based Approach to Writing Argument-led Introduction Paragraphs: A Case of English Students in Iran
  Shoaleh Malekie Massood Yazdanimoghaddam
  Despite the crucial role of introductory sections in argumentative academic writing, the effects of genre- based approaches to writing introductory paragraphs have not been much explored yet. The present study aimed to investigate whether the provision of genre knowledg أکثر

  Despite the crucial role of introductory sections in argumentative academic writing, the effects of genre- based approaches to writing introductory paragraphs have not been much explored yet. The present study aimed to investigate whether the provision of genre knowledge through modeling and non-modeling could enhance learners’ ability in writing introductory paragraphs of argumentative essays. Adopting an intact group sampling within a quasi-experimental design, 75 graduate and post-graduate students with intermedi- ate level of language proficiency were selected from three universities and randomly divided into three groups: modeling, non-modeling, and a control group. Modeling and non-modeling groups received genre- based treatment while the control group had a non-genre based treatment as placebo. The statistical proce- dures of dependent-samples t-tests, a one-way ANOVA, and correlational analyses significantly confirmed the positive effects of both modeling and non-modeling genre-based instruction on the writing ability of the learners. No significant difference, however, was found between the two genre-based groups. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  3 - The Impact of Automated Writing Evaluation on Iranian EFL Learners’ Essay Writing: A Mixed-Methods Study
  Reza Bagheri Roya Mohammadi Yeganeh
  While writing skill is extensively studied in EFL contexts, more in-depth research is needed to explore how technology can assist its pedagogy. The present study aimed to investigate the impact of using an automated writing evaluation on Iranian EFL learners’ essay writ أکثر

  While writing skill is extensively studied in EFL contexts, more in-depth research is needed to explore how technology can assist its pedagogy. The present study aimed to investigate the impact of using an automated writing evaluation on Iranian EFL learners’ essay writing. Learning how to reduce errors (in an EFL context) by being corrected at the moment and being exposed to different examples regarding that error in the learners’ new texts through automated writing evaluation (AWE) tends to be the significance of this study. To this end, 50 Iranian EFL learners who were studying at the University of Qom, were randomly chosen. The sample included 25 females and 25 males, whose ages ranged from 19 to 25. The participants were given a pre-test before using AWE software. They were given a topic to write about as a pre-test. After the treatment, an IELTS Task 2 was utilized as a posttest. The IELTS writing band descriptors were used to evaluate the writings. The ANCOVA results showed a remarkable improvement in the essay writing of the EFL learners using an AWE software (i.e., Grammarly). The analysis of interview data revealed that the learners were more enthusiastic about using the AWE feedback because they were corrected while they were writing their essays. Since AWE is discovered to be a helpful device to promote learners’ writing skills, students would also be inspired to become associated with such online learning environments and utilize them earnestly and productively. This research also discovered the learners who got feedback from the AWE device got more prosperous but they also started to ask their teacher to provide more feedback to have AWE feedback and traditional feedback combined. The findings have implications for language teachers, material developers, and curriculum designers. تفاصيل المقالة