A Comparative Study of Strategy Instrument through Process vs. Product Writing on IELTS Writing Performance of Iranian EFL Learners
محورهای موضوعی : Journal of Teaching English Language Studies
Salimeh Safari
1
(
Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran
)
Bahram Bagheri
2
(
Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran
)
کلید واژه: Writing, Assessment, EFL, process approach, IELTS Test, product approach,
چکیده مقاله :
The present study attempted to investigate the writing performance of EFL learners through process vs. product writing on IELTS test. To do this, the researcher randomly selected 60 candidates who wanted to take the IELTS Test. They had already taken and passed several technical courses regarding the skills in that test. After they were divided into two experimental groups, they were given a writing pre-test. Then, each of the process and product strategies were practiced with the experimental groups. The feedback that was given for the process strategy focused on the steps of writings related to that specific task with little focus on grammatical and spelling mistakes. On the other hand, there were strict corrections on grammatical and spelling mistakes of the writing tasks in product strategy. The results revealed that there was a significant difference between the pretest and posttest scores of the process and product groups. Also, there was a significant difference between the process and product strategy which indicated that process strategy was more effective than the product strategy.
Badger, R. & White, G. (2000). A process genre approach to teaching writing. ELT Journal 54(2), 153-160.
Bakhtin, M. (1986). Speech genres and other late essays. In V. W. MacGee (Trans.), M. Holquist, & C. Emerson (Eds.). Austin, TX: University of Texas Press.
Bawarshi, A. (2000). The genre function. College English, 62(3), 335-360.
Boughey, C. (1997). Learning to write by writing to learn: A group- work approach. ELT Journal, 51, 126-134. doi:10.1093/elt/51.2.126
Byram, M. (2004). Genre and genre-based teaching. The Routledge Encyclopedia of Language Teaching and Learning (pp. 234- 237). London: Routledge.
Chenowith, N. A. (1987). The need to teach rewriting. E.L.T. Journal. 41, pp. 25-29.
Flower, L.S. & Hayes, J.R. (1980). ‘The dynamics of composing: making plans and juggling constraints’. In L.W. Gregg & E.R. Steinberg (Eds.), Cognitive processes in writing Hillsdale, N.J.: Erlbaum.
Hairston, M. (1982). “The winds of change: Thomas Kuhn and the revolution in the teaching of writing”. College Composition and Communication 33(1), 76-88.
Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6-30.
Heaton, J.B. (1988). Writing English Tests. London: Longman.
Hyland, K. (2003). Second language writing. Cambridge University Press. United Kingdom.
Lantolf, J. (2000). Second language learning as mediated process. Language Teaching, 33, 79-96.
O’ Brien, T. (2004). “Writing in a foreign language: Teaching and
learning”.
Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford University Press.
Saeidi, M. & Sahebkheir, F. (2011). The effect of model essays on accuracy and complexity of EFL learners’ writing performance. Middle-East Journal of Scientific Research, 10(1), 130-137.
Scott, K. (1996). A synthesis of approaches to assessing language learning strategies. In R. Oxford (Ed.), Language Learning Strategies Around the World: Cross-cultural Perspectives (pp. 89-106). Manoa: University of Hawaii Press.
Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Ed.) Second Language Writing: Research Insights for the Classroom. (pp.11-23). New York: Cambridge University Press. United Kingdom.
Strevens, P. (1992). English as an International Language: Directions in the
1990s. Edited by Kachru, Braj B. The Other Tongue, English across cultures. Urbana. University of Illinois Press. pp. 27-47.
Sutikno, M. K. (2008). Responding to students' writing (Teaching writing or assessing it?). Journal of Pendidikan Penabur, 10(7), 51-59.
Tribble, C. (1996). Writing. OUP, Oxford.
Weigle, S. C. (2002). Assessing writing. Cambridge University Press. United Kingdom.
White, R. V. (1988). Process and Product. In P. Robinson (Ed.). Academic Writing. ELT Document. 129, (pp. 4-16).
Widdowson, H. (1983). Learning Purposes and Language Use. Oxford: O.U.P.
