Microgenesis Development Study of Complexity, Accuracy, and Fluency (CAF) of Iranian Intermediate EFL Learners’ English Writing Performance
محورهای موضوعی : Journal of Applied Linguistics StudiesSeyede Mahshid Forghani 1 , Esmaeel Bagheridoust 2 , Gholamreza Abbasian 3
1 - English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 - English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Imam Ali University, Tehran, Iran
کلید واژه: Microgenesis development, complexity, fluency, accuracy, writing performance,
چکیده مقاله :
This study aimed to investigate the microgenetic development of participants in terms of complexity, accuracy, and fluency in writing. Twenty eight male and thirty two female participants at an intermediate level of proficiency were selected. The final sample consisted of students who achieved intermediate band scores. These selected participants underwent 10 teaching and testing sessions. They chose two out of three suggested topics and wrote two compositions to assess their writing development. Writing performance was evaluated in the first and tenth sessions for fluency, accuracy, and complexity. Repeated measures MANOVA and post-hoc comparison tests were used to explore writing development over time. The results highlighted students' progress in writing over time. The multivariate analysis of variance showed significant differences in mean scores for poor, average, and high language learners across the sections of complexity, accuracy, and fluency. The implications of these findings are significant for both educators and curriculum developers and will be discussed.
This study aimed to investigate the microgenetic development of participants in terms of complexity, accuracy, and fluency in writing. Twenty eight male and thirty two female participants at an intermediate level of proficiency were selected. The final sample consisted of students who achieved intermediate band scores. These selected participants underwent 10 teaching and testing sessions. They chose two out of three suggested topics and wrote two compositions to assess their writing development. Writing performance was evaluated in the first and tenth sessions for fluency, accuracy, and complexity. Repeated measures MANOVA and post-hoc comparison tests were used to explore writing development over time. The results highlighted students' progress in writing over time. The multivariate analysis of variance showed significant differences in mean scores for poor, average, and high language learners across the sections of complexity, accuracy, and fluency. The implications of these findings are significant for both educators and curriculum developers and will be discussed.
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