Effects of Non-integrated vs. Integrated Tasks on EFL Learners’ Writing Development: Content and Organization in Focus
محورهای موضوعی : 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)
کلید واژه: task, Reading-writing, Writing Content, Writing Organization,
چکیده مقاله :
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.
مطالعه حاضر با هدف بررسی این موضوع انجام شد که آیا تفاوت معناداری بین تأثیر تمرینات غیر تلفیقی و تکالیف تلفیقی خواندن و نوشتن بر رشد نوشتاری زبان آموزان ایرانی زبان انگلیسی متوسطه از نظر محتوا و سازماندهی نوشته های آنها وجود دارد یا خیر. بدین منظور، 60 دانشجوی مرد و زن بزرگسال ایرانی در مقطع کارشناسی EFL به روش نمونه گیری در دسترس انتخاب و به دو گروه آزمایشی و یک گروه کنترل تقسیم شدند. در گروه آزمایشی اول (تلفیقی)، به گروه خواندن و نوشتن تلفیقی، یک قطعه خواندن تقریباً چهار پاراگراف همزمان با آموزش نوشتن ارائه شد. گروه دوم (غیر تلفیقی) تکالیف را با تکالیف خواندن و نوشتن به طور جداگانه در هر جلسه انجام و ارسال کردند. در مقابل، گروه کنترل از طریق روش‌های مرسوم آموزش نوشتار، آموزش‌های دارونما را در مورد مهارت‌های نوشتن و خواندن دریافت کردند. برای هدف پژوهش از تکالیف نوشتاری و روبریک نمره گذاری نوشتاری استفاده شد. نتایج نشان داد که بین تأثیر تکالیف غیر تلفیقی و تکالیف تلفیقی خواندن و نوشتن بر رشد نوشتاری زبان آموزان ایرانی زبان انگلیسی متوسطه از نظر محتوا تفاوت معناداری وجود ندارد. با این حال، نتایج نشان داد که بین تأثیر تمرینات غیر تلفیقی و تکالیف تلفیقی خواندن و نوشتن بر توسعه نوشتاری زبان آموزان ایرانی متوسطه زبان انگلیسی در مورد سازمان تفاوت معناداری وجود دارد. این یافته ها ممکن است مفاهیم نظری و آموزشی برای معلمان زبان انگلیسی، فراگیران و طراحان برنامه درسی داشته باشد.
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