فهرس المقالات second language writing

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  1 - تاثیر آموزش مفاهیم فرهنگی لادو بر توانایی نگارش پاراگراف توصیفی زبان انگلیسی زبان آموزان ایرانی
  رامین رحیمی روزیتا اتابکی
  پژوهش حاضر به بررسی اثر بخشی آموزش مفاهیم فرهنگی لادو بر توانایی نگارش پاراگراف توصیفی زبان انگلیسی در زبان آموزان ایرانی پرداخته است. پرسش اصلی که پژوهش حاضر سعی در جستجوی پاسخ آن داشت این بود که آیا آموزش مفاهیم فرهنگی لادو قادر است توانایی نگارش پاراگراف توصیفی فراگی أکثر

  پژوهش حاضر به بررسی اثر بخشی آموزش مفاهیم فرهنگی لادو بر توانایی نگارش پاراگراف توصیفی زبان انگلیسی در زبان آموزان ایرانی پرداخته است. پرسش اصلی که پژوهش حاضر سعی در جستجوی پاسخ آن داشت این بود که آیا آموزش مفاهیم فرهنگی لادو قادر است توانایی نگارش پاراگراف توصیفی فراگیرندگان ایرانی زبان انگلیسی را در سطح دانشگاهی ارتقاء بخشد یا خیر. به منظور یافتن پاسخ پرسش مذکور 60 ترجمه آموز سال دوم کارشناسی مترجمی زبان انگلیسی دانشگاه آزاد اسلامی واحد تنکابن از طریق آزمون تعیین سطح آکسفورد (OPT) از میان100 دانشجوی مترجمی زبان انگلیسی به عنوان جامع آماری انتخاب و به صورت تصادفی به دو گروه آزمایشی و گواه جهت شرکت در آزمایش تقسیم گردیدند. سپس پیش آزمون پاراگراف نویسی توصیفی زبان انگلیسی از هر دو گروه به عمل آمد و به دنبال آن گروه آزمایشی در معرض 10 جلسه تمرین متغیر مستقل شامل آموزش پاراگراف نویسی توصیفی به همراه آموزش مفاهیم فرهنگی لادو که پنج مقوله: نظام حمل ونقل، نظام آموزشی، ورزش، آداب و رسوم و جشن ها و رفتار های مذهبی را در بر میگرفت، قرار گرفت؛ در حالیکه گروه گواه از روش های موجود آموزش پاراگراف نویسی توصیفی زبان انگلیسی در کلاس درس بدون آموزش مفاهیم فرهنگی مذکور بهره جست. پس از آن، از هر دو گروه پس آزمون نوشتار توصیفی به عمل آمد. داده های بدست آمده از طریق آزمون تی وتحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفتند و نتیجه گرفته شد که توانایی پاراگراف نویسی توصیفی زبان آزمودنی های گروه آزمایشی در اثر آموزش مفاهیم فرهنگی لادو ارتقاء یافته است. تفاصيل المقالة
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  2 - Effects of Teacher vs. Grammarly Feedback on Iranian EFL Learners’ Writing Skill
  Hoda Sistani Omid Tabatabaei
  10.30495/jfl.2023.703271
  Among four language skills, the task of writing is one of the most complex and demanding cognitive processes. Also, feedback is necessary for teachers during their careers to improve their students ‘self-confidence. So, the present study aimed to explore the impac أکثر

  Among four language skills, the task of writing is one of the most complex and demanding cognitive processes. Also, feedback is necessary for teachers during their careers to improve their students ‘self-confidence. So, the present study aimed to explore the impact of feedback provided by Grammarly Software compared to teachers’ feedback on the writing ability of Iranian EFL learners. Through the nonrandom sampling method, 60 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. In ten sessions, the participants were administered the Oxford Placement Test (OQPT), Pretest of Essay Writing, the Grammarly software program, a Posttest of Essay Writing, and an attitude questionnaire. The data gathered from the comparison of the pretest and posttest revealed that the experimental group members outperformed those in the control group, meaning that the Grammarly software program positively affected the EFL learners' writing ability. The results might have implications for language teachers, learners, and materials developers. تفاصيل المقالة
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  3 - The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective
  Ehsan Abbaspour Mahmood Reza Atai Parviz Maftoon
  With the latest paradigm shift in SLA from Cognitivism to Sociocultural Theory (SCT), more studies are carried out to investigate the efficacy of Written Corrective Feedback (WCF) through a social and cultural lens. A more recent offspring of SCT is Activity Theory whic أکثر

  With the latest paradigm shift in SLA from Cognitivism to Sociocultural Theory (SCT), more studies are carried out to investigate the efficacy of Written Corrective Feedback (WCF) through a social and cultural lens. A more recent offspring of SCT is Activity Theory which provides an explanatory framework for scrutinizing an activity in a social setting. The present study aimed at investigating the impact of Scaffolded WCF within the framework of Activity Theory on Iranian EFL learners’ writing performance in terms of reduction of the learners’ writing errors with respect to the content, vocabulary, mechanics, organization, and grammar. Finally, different types of Activity Theory-based strategic mediations (i.e. artifact, rule, community, and role mediations) Iranian EFL learners employed in their writing revisions were investigated. Accordingly, 25 Iranian university-level students, through convenient sampling, were chosen to participate in the study. The treatment they received on their writings was a graduated Scaffolding WCF in their Zone of Proximal Development in the form of both peer and teacher feedback. The findings indicated that Scaffolded WCF statistically significantly contributed to the participants’ writing performance in terms of content, vocabulary, mechanics, organization, and grammar. With respect to the mediation strategies used by the learners, it was discovered that the learners benefitted from all the available mediators although with various degrees. It is hoped that the findings of this study will promise implications for promoting a teacher/learner-friendly method of providing WCF based on SCT, which can be utilized in large classes typical of Iranian EFL university courses. تفاصيل المقالة
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  4 - Impact of Needs Analysis on Intermediate Learners' L2 Writing Development
  Sara Zafari Hossein Heidari Tabrizi َAzizeh Chalak
  10.30495/ttlt.2024.706606
  The use of needs analysis has been a longstanding practice in determining the areas that ought to be incorporated into a program, thereby optimizing its efficacy. In second language (L2) learning contexts, needs analysis studies have been utilized to ascertain the pedag أکثر

  The use of needs analysis has been a longstanding practice in determining the areas that ought to be incorporated into a program, thereby optimizing its efficacy. In second language (L2) learning contexts, needs analysis studies have been utilized to ascertain the pedagogical components that must be included or excluded to cater to the needs and preferences of learners. This research study specifically focused on the impact of user needs analysis on enhancing the writing ability of L2 learners. The study involved 128 intermediate English language learners from Iran who were enrolled in two private language centers and were fortuitously split up into an experimental or a control group. The researchers employed interview and questionnaire data to tailor the syllabus according to the learners' requirements, while the control group gained instructions based on the general outline of the institute. The outcomes revealed a significant difference in the average score of the learners in the experimental group in comparison to those in the control group. These outcomes suggest that performing a needs analysis at the outset of each course, based on empirical data that captures individual groups' needs and wants, is crucial for adjusting the pedagogical approaches accordingly. تفاصيل المقالة