Evaluating the Impact of the V3SK Model on Iranian EFL Learners' Writing Performance: A Comparative Study and Teachers’ Perceptions
Shabnam Nasimi
1
(
Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
)
Valeh Valipour
2
(
Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
)
Mohammadreza Khodareza
3
(
Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran
)
کلید واژه: Keywords: EFL writing instruction, Teacher professional development, Student writing performance, the V3SK model,
چکیده مقاله :
This study investigates the impact of the V3SK (Values, Skills, Knowledge) model on the writing performance of Iranian EFL learners and explores EFL teachers’ perceptions of its instructional effectiveness. Drawing on a mixed-methods design, the study involved 43 Iranian high school teachers and 452 tenth-grade students. The experimental group received 15 sessions of V3SK-based professional development, while both groups taught the same curriculum using the Vision 1 textbook. Writing pretests and posttests were administered based on the PET framework, and semi-structured interviews were conducted with 15 experimental group teachers. Quantitative findings revealed a statistically significant improvement in writing performance among learners in the V3SK group compared to the control group. Thematic analysis of teacher interviews identified key instructional benefits, including structured writing strategies, increased student confidence, improved peer feedback, and effective use of technology. These findings support the V3SK model as a context-responsive framework capable of enhancing EFL writing instruction and contributing to teacher professional growth. Implications are discussed for curriculum designers, policymakers, and teacher educators aiming to promote more effective writing instruction in EFL contexts.
چکیده انگلیسی :
This study investigates the impact of the V3SK (Values, Skills, Knowledge) model on the writing performance of Iranian EFL learners and explores EFL teachers’ perceptions of its instructional effectiveness. Drawing on a mixed-methods design, the study involved 43 Iranian high school teachers and 452 tenth-grade students. The experimental group received 15 sessions of V3SK-based professional development, while both groups taught the same curriculum using the Vision 1 textbook. Writing pretests and posttests were administered based on the PET framework, and semi-structured interviews were conducted with 15 experimental group teachers. Quantitative findings revealed a statistically significant improvement in writing performance among learners in the V3SK group compared to the control group. Thematic analysis of teacher interviews identified key instructional benefits, including structured writing strategies, increased student confidence, improved peer feedback, and effective use of technology. These findings support the V3SK model as a context-responsive framework capable of enhancing EFL writing instruction and contributing to teacher professional growth. Implications are discussed for curriculum designers, policymakers, and teacher educators aiming to promote more effective writing instruction in EFL contexts.
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