فهرس المقالات expository writing

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  1 - The Effects of Planning Time Conditions and Writing Type on the Writing Quality of Iranian EFL Writers
  Hossein Pourghasemian Mohammad Baqerzadeh Hosseini
  10.30486/relp.2020.1889477.1178
  In the present study, the effects of four planning time conditions (pre-task, extended task, freewriting, and control) were investigated over the quality of expository and argumentative writings of 108 undergraduate EFL writers. The maximum time limit was 30 minutes for أکثر

  In the present study, the effects of four planning time conditions (pre-task, extended task, freewriting, and control) were investigated over the quality of expository and argumentative writings of 108 undergraduate EFL writers. The maximum time limit was 30 minutes for all the four groups of the study. The results revealed significantly higher writing quality in the freewriting condition in both argumentative and expository writings. The results also showed that compared with the effects of the writing mode those of the planning time conditions were more decisive on the writing quality. Moreover, argumentative writings were of higher quality than expository writings. Being placed in different writing modes was not decisive in the choice of planning time conditions. The results may have pedagogical implications for EFL writing instructors and theoretical implications for EFL writing researchers. تفاصيل المقالة
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  2 - The Impact of Online Metadiscourse Markers Instruction on Iranian EFL Learners' Expository Writing: A Mixed Methods Study
  Mozhdeh Tahmasbi Majid Fatahipour Neda Gharagozloo
  10.30486/relp.2023.1979996.1443
  Focusing on metadiscourse markers during EFL writing classes has garnered research attention, yet few studies were conducted on online expository writing. This study explores the effect of metadiscourse markers instruction on expository writing of 80 male and female EFL أکثر

  Focusing on metadiscourse markers during EFL writing classes has garnered research attention, yet few studies were conducted on online expository writing. This study explores the effect of metadiscourse markers instruction on expository writing of 80 male and female EFL learners in the school context, selected through convenience sampling and an interview followed with a smaller number of participants. Initially, the eighty participants were assigned to experimental (n=40) and control (n=40) groups after checking homogeneity in terms of English proficiency level. The participants in the experimental group received explicit instruction of markers, whereas the control group received the conventional curriculum-based writing instruction that included similar material/topics, except for the explicit focus on metadiscourse markers, all through a uniform digital platform mandated in the state-run schools. The frequency/use of metadiscourse markers in the writing assignments of the participants per session and the total was noted, and then a corpus of 80 collected essays was analyzed by a trained rater and researcher to both analyze whether metadiscourse markers instruction had any significant effect on expository writings and to determine which metadiscourse markers showed up in the texts written by students more. Finally, a semi-structured interview was conducted with eight EFL instructors to explore their attitudes. Statistical test of Analysis of Covariance showed a significant effect of metadiscourse markers instruction on EFL learners’ expository writing. Another finding was that participants employed interactional metadiscourse markers frequently. Implications for policy-makers, students, and teachers indicate that free access to online writing resources improves learning perceptions/outcomes. تفاصيل المقالة
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  3 - The Effect of Critical Thinking and Brainstorming as Pre-Writing Stage Activities on EFL Pre-Intermediate Learners’ Expository Writing
  Elham Namani Bahman Gorjian
  The present study aimed at investigating the effect of critical thinking (CT) versus brainstorming (BS) as pre-writing stage activities on English as a foreign language (EFL) pre-intermediate learners’ expository writing. To achieve this aim, 100 pre-intermediate أکثر

  The present study aimed at investigating the effect of critical thinking (CT) versus brainstorming (BS) as pre-writing stage activities on English as a foreign language (EFL) pre-intermediate learners’ expository writing. To achieve this aim, 100 pre-intermediate level participants studying at Naft Language Center in Ahvaz were selected based on convenience sampling method. They took part in Oxford Quick Placement Test (OQPT) and 60 of them were assigned into three equal homogeneous groups; two experimental groups of CT and BS compared to one control group (CO). They received three different kinds of treatments lasting 13 sessions of 90 minutes. The CT group received exercises on major CT skills (e.g., inferencing, recognition, deduction) and BS group go through think, pair and share steps to outline the writing tasks. Prior to the main study, students wrote a 150-word expository writing about one of the topics chosen from their textbooks as a pre-test. Finally, all groups were asked to write another 150-word expository writing as a post-test after the implementation of the proposed treatment. The results indicated that both CT and BS as pre-writing stage activities led to the enhancement of the participants’ expository writing performance. تفاصيل المقالة