The role of learning-styles incorporation in the enhancement of EFL learners' narrative writing ability: A revelation of mental processes using think aloud protocol

محورهای موضوعی : Curriculum Design and Development

Nafiseh Moosavi ¹ , Behdokht Mall-Amiri ² , Hamid Marashi ³

1 - English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2 - English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran,
3 - English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

تاریخ دریافت : 1402/12/15 تاریخ پذیرش : 1403/03/30 تاریخ انتشار : 1403/04/10

کلید واژه: Learning styles-related instruction, Mental processes, Narrative writing,

چکیده مقاله :

This research tried to probe the effects of incorporating learners’ preferred learning styles in instructions on their narrative writing development and their mental patterns and imagination. 74 homogeneous secondary EFL learners were divided into three groups based on their sensory styles of visual, auditory and tactile. The learners in the three groups were provided with instructions anchored to their learning styles. In the meantime, they were required to produce narrative writings on a number of topics in accordance with their course book. Prior to narrating, they had to think loudly and record their voices to reveal the approach and pattern they utilize for performing the required activities. Their voices were transcribed and later analyzed by the researchers for further investigations. The obtained results displayed a significant improvement in their writings as well as an ongoing progress of their thinking patterns. Furthermore, the data revealed the dominant mental approaches of top-down, considering the whole plot of the topic in advance, and bottom-up, considering the details prior to the entire story, used by the students. The study also displayed the positive impact of instruction on the improvement of learners’ narrative writing revealing their self-imaging of the plot with which they could narrate the given topics in accordance with their own life experiences and understanding.

چکیده انگلیسی:

This research tried to probe the effects of incorporating learners’ preferred learning styles in instructions on their narrative writing development and their mental patterns and imagination. 74 homogeneous secondary EFL learners were divided into three groups based on their sensory styles of visual, auditory and tactile. The learners in the three groups were provided with instructions anchored to their learning styles. In the meantime, they were required to produce narrative writings on a number of topics in accordance with their course book. Prior to narrating, they had to think loudly and record their voices to reveal the approach and pattern they utilize for performing the required activities. Their voices were transcribed and later analyzed by the researchers for further investigations. The obtained results displayed a significant improvement in their writings as well as an ongoing progress of their thinking patterns. Furthermore, the data revealed the dominant mental approaches of top-down, considering the whole plot of the topic in advance, and bottom-up, considering the details prior to the entire story, used by the students. The study also displayed the positive impact of instruction on the improvement of learners’ narrative writing revealing their self-imaging of the plot with which they could narrate the given topics in accordance with their own life experiences and understanding.

منابع و مأخذ:

Akpan, I. M. (2022). Effect of contextual learning strategy on students’ academic performance in junior secondary school (jss2) social studies in akwa ibom state. BW Academic Journal, 1(1), 83-93.
Alabere, R. A., & Shapii, A. (2019). The effects of process-genre approach on academic
writing. JEES (Journal of English Educators Society), 4(2), 89–98.
Albeta, S. W., Haryati, S., Futra, D., Aisyah, R., & Siregar, A. D. (2021). The effect of learning style on students’ learning performance during the COVID-19 pandemic. JTK: Jurnal Tadris Kimiya, 6(1), 115-123. http://doi.org/10.15575/jtk.v6i1.12603
Alsouqi, S. (2001). The Effect of Using Computers in Teaching of L2 Composition on the Writing Performance of Tenth Grade Students in Amman Private Schools [Unpublished M.A. thesis]. University of Jordan. Amman. Jordan.
Amerstorfer, C. M. (2016). Situated strategy use in cooperative learning: A descriptive case study of five learners of English as a foreign language [Unpublished PhD thesis]. Alpen-Adria-Universität Klagenfurt.
Ariastuti, M. D., & Wahyudin, A. Y. (2022). Exploring academic performance and learning style of undergraduate students in English Education program. Journal of English Language Teaching and Learning, 3(1), 67-73. https://doi.org/10.33365/jeltl.v3i1.1817
Azizi, M., Nemati, A., & Estahbanati, N. (2017). Meta-cognitive awareness of writing strategy use among Iranian EFL learners and its impact on their writing performance. International Journal of English Language & Translation Studies, 5(1), 42-51. http://www.eltsjournal.org
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153
Ball, P. (2013). Elementary grades narrative writing guide. Division of Teaching and Learning, Milwaukee Public Schools Office of Academic Excellence, 2016-17.
Banat, S. (2007). The effect of a Program Based on the Process Approach and Learning Style on Developing EFL Writing Skills Among Jordanian Secondary Stage Students [Unpublished doctoral dissertation]. Amman Arab University for Graduate Studies. Amman. Jordan.
Berns, R. G., & Erickson, P. M. (2001). Contextual Teaching and Learning: Preparing Students for the New Economy. Retrieved on March 20, 2023 from http://www.nccte.com/publications/infosynthesis/index.asp#HZ
Bowles, M. A. (2010). The think-aloud controversy in second language research. Routledge. https://doi.org/10.4324/9780203856338
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman.
Brown, N. R., J, R. T., & Kelsey, K. D. (2013). The impact of learning styles on learning outcomes at FFA camp: What campers retain over time. Journal of Agricultural Education, 54 (4), 206-220.
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. Pearson.
Bustamante, F. (2013). Advanced writing (3rded.). SAMT publications.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences, (2nd ed.). Hillsdale. Erlbaum.
Cohen, A. D., Oxford, R. L., & Chi, J. C. (2002). Learning style survey: Assessing your own learning styles. Retrieved on June 2022 from https://www.researchgate.net/publication/266356106_Learning_Style_Survey_As sessing_Your_Own_Learning_Styles_Learning
Cools, E., & Rayner, S. (2011). Researching Style: More of the Same or Moving Forward? In, S. Rayner & E. Cools, (Eds.). Style Differences in Cognition, Learning, and Management (pp.295-306). New York: Routledge.
Dekker, S., Lee, N. C., Howard-Jones, P. A., & Jolles, J. (2012). Neuromyths in education:
Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 1-8. http://dx.doi.org/10.3389/fpsyg.2012.00429
Dvorak, T. (1986). Listening, reading, writing: Analysis and Application. In H. Barbara & W. Middlebury (EDs.).Writing in the foreign language (pp.145-167). NCE.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College composition and communication, 32(4), 365-387. https://doi.org/10.2307/356600
Gao, X. (2003). Changes in Chinese students’ learner strategy use after arrival in the UK: A qualitative inquiry. In D. Palfrey & R. C. Smith (EDs.). Learner autonomy across cultures: Language education perspectives (pp. 41-57). London: Palgrave Macmillan UK.
Gregg, L. W., & Steinberg, E. R. (2016). Cognitive processes in writing. Routledge.
Gregg, L.W., & Steinberg, E. R. (1980). Cognitive processes in writing. Hillsdale, NJ: Erlbaum.
Griffiths, C. (2015). Language learning strategies: A holistic view. Studies in second language learning and teaching, 3, 473-493. https://doi.org/10.14746/ssllt.2015.5.3.7
Hedge, T. (2005). Writing. Oxford University Press.
Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15 (12), 817-824. https://doi.org/10.1038/nrn3817
Hu, J., & Gao, X. A. (2017). Using think-aloud protocol in self-regulated reading research. Educational Research Review, 22, 181-193. https://doi.org/10.1016/j.edurev.2017.09.004
Hyland, K. (2015). Teaching and researching writing. Routledge. https://doi.org/10.4324/9781315717203
Imuta, K., Scarf, D., Carson, S., & Hayne, H. (2018). Children’s learning and memory of an interactive science lesson: Does the context matter? Developmental Psychology, 54(6), 1029-1037. https://doi.org/10.1037/dev0000487
Jaramillo Urrutia, L., & Medina Gutiérrez, A. S. (2011). Adolescents' awareness of environmental care: experiences when writing short descriptive texts in English. Profile Issues in Teachers Professional Development, 13(1), 11-30.
Jubhari, Y., Sasabone, L., & bin Tuan Kechik, T. N. (2022). The students’ perception on teaching narrative writing skills through contextual teaching and learning (CTL) approach. International Journal of Education and Humanities, 1(2), 140-151.
Kellogg, R. T., & Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin and Review, 14 (2), 237–242.
Kelly, K. R., & Bailey, A. L. (2021). Narrative story stem methodologies: Use and utility of quantitative and qualitative approaches across the lifespan. Narrative Inquiry, 31(1), 163-190. https://doi.org/10.1075/ni.20088.kel
Lan, N. T. H., & Anh, T. D. (2022). Teaching English writing through process-genre approach: An action research project. Journal of Educational Sciences, 18(2), 21- 30. http://dx.doi.org/10.15625/2615-8957/22210202
Langan, J. (2012). Exploring writing: Paragraphs and essays. McGraw-Hill Higher Education.
Leaver, B. L., Ehrman, M., & Shekhtman, B. (2005). Achieving success in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9780511610431
Manik, S., & Sinurat, J. D. (2015). Improve students' narrative writing achievement through film at SMA NEGERI I PALIPI. International Journal of English Linguistics, 5(2), 172-188. https://doi.org//10.5539/ijel.v5n2p172
McClure. (2014). Language art, writing mini-lessons: Personal narrative genre. Ms. McClure’s Class. Retrieved on March 20, 2023 from http://msmcclure.com/.htm
McCrimmon, J. (1994). Writing with a Purpose (8th Ed.). Houghton Mifflin Company.
Megaiab, M. M. (2014). The English writing competence of the students of an Indonesian senior high school. In Proceedings of the West East Institute (WEI) Academic Conference, Indonesia. Meyers, K. (2007). A structured imagery intervention to improve students' narrative writing skills. Alfred University.
Miller, P. (2001). Learning Styles: The Multimedia of the mind. Retrieved on March 25, 2023 from http://ericfac.piccard.csc.com/
Mirshekaran, R., Namaziandost, E., & Nazari, M. (2018). The effects of topic interest and L2 proficiency on writing skill among Iranian EFL learners. Journal of Language Teaching and Research, 9(6), 1270-1276. http://dx.doi.org/10.17507/jltr.0906.16
Mohammad, T., & Hazarika, Z. (2016). Difficulties of learning EFL in KSA: Writing skills in context. International Journal of English Linguistics, 6(3), 105-117.
Nunan, D. (1999). Second language teaching & learning. Heinle & Heinle Publishers.
Nunan, D. (2001). Second English Teaching and Learning. Beijing: Foreign Language Teaching and Research Press. https://doi.org/10.4324/9780203096888
Oxford, R.L. (2011). Teaching and researching language learning strategies. Harlow, Pearson Education.
Oxford, R. (2001). Language learning style and strategies: An overview. Birmingham: University of Alabama.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Pincas, A. (1982). Writing in English 1. Macmillan. https://cir.nii.ac.jp/crid/1130282269508542336
Pitenoee, M.R., Modaberi, A., & Ardestani, E.M. (2017). The effect of cognitive and
metacognitive writing strategies on content of the Iranian intermediate EFL learners’ writing. Journal of Language Teaching and Research, 8(3), 594-600. https://doi.org/10.17507/jltr.0803.19
Puchta, H. (2010). Beyond materials, techniques and linguistic analyses: The role of motivation, beliefs and identity. Puertas Abiertas, (6). Retrieved on May 22, 2023 from http://www.bibhuma.fahce.unlp.edu.ar/
Quintero, L. M. (2008). Blogging: A way to foster EFL writing. Colombian Applied Linguistics Journal, 10, 7-49.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge university press.
Rico, L. J. A. (2014). Identifying factors causing difficulties to productive skills among foreign languages learners. Opening Writing Doors Journal, 11 (1), 65–86.
Sharples, M. (2002). How we write: Writing as creative design. Routledge. https://doi.org/10.4324/9780203019900
Sun, C., & Feng, G. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. English Language Teaching, 2(1), 150-155. www.ccsenet.org/journal.html
Tribble, C. (1996). Writing. Oxford University Press. https://doi.org/10.1093/elt/ccp073
Tsang, S., Royse, C. F., & Terkawi, A. S. (2017). Guidelines for developing, translating, and validating a questionnaire in perioperative and pain medicine. Saudi Journal of Anaesthesia, 11, 80-89. https://doi.org/10.4103/sja.SJA_203_17
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. Motivation, language identity and the L2 self, 36, 215-228. https://doi.org/10.21832/9781847691293
Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. (1994). The think aloud method: A practical approach to modelling cognitive. London: Academic Press. http://hdl.handle.net/11245/2.149552
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Wolcott, M. D., & Lobczowski, N. G. (2021). Using cognitive interviews and think-aloud protocols to understand thought processes. Currents in Pharmacy Teaching and Learning, 13(2), 181-188. https://doi.org/10.1016/j.cptl.2020.09.005
Yundayani, A., Susilawati, S., & Chairunnisa, C. (2019). Investigating the effect of canva on students’ writing skills.: Journal of English Education, 7(2), 169-176.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16 (2),195-209. https://doi.org/10.2307/3586792
Zhang, L. J., & Zhang, D. (2019). Think-aloud protocols. In The Routledge handbook of research methods in applied linguistics (pp. 302-311). Routledge.