Impact of Activity Theory-Based Instruction on Business Writing Accuracy among Intermediate EFL Learners: A Quasi-Experimental Study
Shabnam Salehnia
1
(
Department of English Language Teaching, Maragheh Branch, Islamic Azad University, Maragheh, Iran
)
Mortaza Aslrasouli
2
(
Department of English Language Teaching, Maragheh Branch, Islamic Azad University, Maragheh, Iran
)
Sorayya Behroozizad
3
(
Department of English Language Teaching, Maragheh Branch, Islamic Azad University, Maragheh, Iran
)
کلید واژه: Activity Theory-Based Instruction, EFL Business Writing, Writing Accuracy,
چکیده مقاله :
This study investigates the effect of Activity Theory-Based Instruction (ATBI) on improving the accuracy of business writing among English as a Foreign Language (EFL) learners. Writing accuracy, a critical aspect of effective business communication, refers to the ability to produce grammatically correct, error-free language. Traditional methods, which often emphasize rote grammar exercises, may not fully equip learners for the demands of accurate business writing. ATBI, rooted in socio-cultural theory, provides a framework that encourages learners to engage in meaningful, goal-directed activities that foster real-world language use. The research was conducted with Iranian EFL learners, using a pre-test/post-test design to measure the improvement in writing accuracy. The study focused on aspects such as grammatical precision, correct vocabulary usage, and syntactical structure. Results revealed that learners exposed to ATBI made significant progress in writing accuracy, producing texts with fewer grammatical and structural errors. This improvement is attributed to ATBI’s emphasis on repeated, context-driven writing tasks that help learners internalize language rules in practical, communicative settings. The findings demonstrate that ATBI is a powerful tool for enhancing accuracy in business writing by enabling learners to practice language in authentic scenarios. This study underscores the importance of adopting instructional methods like ATBI that move beyond isolated grammar instruction and promote accurate language use in professional writing contexts.
چکیده انگلیسی :
This study investigates the effect of Activity Theory-Based Instruction (ATBI) on improving the accuracy of business writing among English as a Foreign Language (EFL) learners. Writing accuracy, a critical aspect of effective business communication, refers to the ability to produce grammatically correct, error-free language. Traditional methods, which often emphasize rote grammar exercises, may not fully equip learners for the demands of accurate business writing. ATBI, rooted in socio-cultural theory, provides a framework that encourages learners to engage in meaningful, goal-directed activities that foster real-world language use. The research was conducted with Iranian EFL learners, using a pre-test/post-test design to measure the improvement in writing accuracy. The study focused on aspects such as grammatical precision, correct vocabulary usage, and syntactical structure. Results revealed that learners exposed to ATBI made significant progress in writing accuracy, producing texts with fewer grammatical and structural errors. This improvement is attributed to ATBI’s emphasis on repeated, context-driven writing tasks that help learners internalize language rules in practical, communicative settings. The findings demonstrate that ATBI is a powerful tool for enhancing accuracy in business writing by enabling learners to practice language in authentic scenarios. This study underscores the importance of adopting instructional methods like ATBI that move beyond isolated grammar instruction and promote accurate language use in professional writing contexts.
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