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دسترسی آزاد مقاله
1 - Examining the Impact of Lexical Bundle Instruction on IELTS Candidates’ Writing Ability
Maryam Rafieyan Farzad Salahshoor Hanieh DavatgarThe instruction of Lexical Bundles (LBs) has been a challenging issue in language teaching. This study strived to determine the effect of the instruction of LBs on IELTS candidates’ performance on IELTS writing task 2. To this end, first, 100 male and female IELTS candi چکیده کاملThe instruction of Lexical Bundles (LBs) has been a challenging issue in language teaching. This study strived to determine the effect of the instruction of LBs on IELTS candidates’ performance on IELTS writing task 2. To this end, first, 100 male and female IELTS candidates were randomly selected from among 150 English learners as participants. Second, these participants were assigned to the experimental group and the control group, each with 50 learners. Both groups were then administered IELTS writing task 2 as a pretest. The experimental group was provided with ten sessions of instruction on LBs. The control group, however, did not receive any instruction. Finally, the researchers administered IELTS writing task 2 to both of the groups anew as a posttest. The results suggest that teaching the relevant bundles had some positive impacts on IELTS candidates’ general performance of the relevant writing tasks, grammatical range and accuracy, vocabulary knowledge, as well as observing cohesive ties and coherence in their writing. The results may provide some useful insights regarding the instruction of LBs in IELTS preparation courses پرونده مقاله -
دسترسی آزاد مقاله
2 - The comparative effects of intensive versus extensive recasts through grammar-focused tasks on Iranian intermediate EFL learners’ grammatical accuracy in writing
Somayeh Hosseini Mahdieh Shafipoor Morteza TeimourtashGrammatical accuracy has been controversial in L2 writing, and the utility of different types of corrective feedback has been enigmatic. Therefore, the present study attempted to explicate the impact of intensive versus extensive recasts through grammar-focused tasks on چکیده کاملGrammatical accuracy has been controversial in L2 writing, and the utility of different types of corrective feedback has been enigmatic. Therefore, the present study attempted to explicate the impact of intensive versus extensive recasts through grammar-focused tasks on Iranian EFL learners’ grammatical accuracy in writing. To do so, 60 Iranian male and female EFL learners were assigned into two experimental groups (i.e., intensive and extensive groups) and one control group. After taking the Oxford Placement Test (OPT), the experimental groups received intended corrective feedback, while the control group did not receive any feedback. Then, the data was analyzed deploying both descriptive and inferential statistics. The results revealed the outperformance of experimental groups compared to the control group in the writing post-test. Also, it was concluded that extensive recast can improve EFL learners’ writing performance much better than intensive recast. The findings have some fruitful pedagogical implications for both teachers and materials developers. پرونده مقاله -
دسترسی آزاد مقاله
3 - Epistemological and Ecological Perception of the Roots of EFL Writing Problems: A Phenomenology and a Path Analysis
Nasrin Jenabagha Shaban Najafi Karimi Amir MarzbanDelving into the sources of foreign language writing problems is usually neglected. This necessitates more scrutiny of finding out where these problems originate from. To this end, the present study sought to follow a two-fold aim: finding the roots of the Iranian EFL l چکیده کاملDelving into the sources of foreign language writing problems is usually neglected. This necessitates more scrutiny of finding out where these problems originate from. To this end, the present study sought to follow a two-fold aim: finding the roots of the Iranian EFL learners’ writing problems, and discovering how these roots are interconnected with each other and come up with a corresponding model. In the qualitative part of the study, a phenomenological research tradition was adopted and 20 EFL learners were selected through purposive sampling. In the quantitative part, through convenience sampling 120 language learners from an English language school in Gorgan, Iran, were selected to be the participants of the study. A semi-structured interview and a researcher-developed questionnaire were used as the instruments for data collection. The results obtained from the analysis of data revealed that writing problems originate from various sources, mainly linguistic, personal, epistemological and ecological, and enjoy a model in which epistemological, linguistic and ecological sources have direct effects and personal source has indirect effect on writing problems. Recognition of epistemological and ecological sources as a novel finding can make teachers revisit their view of these less-approached issues. پرونده مقاله -
دسترسی آزاد مقاله
4 - The Effect of Blended Learning vs. Classroom Learning Techniques on Iranian EFL Learners’ Writing
Shirin Ghahari Ahmad Ameri-GolestanThe present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, چکیده کاملThe present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Blended Learning group received traditional teaching methods of writing plus learning through the web. Participants of the Classroom Learning group, however, were taught based on the traditional teaching methods of writing and received the materials, instructions, and feedback merely through traditional methods. In order to collect the data, participants’ first piece of writing was regarded as the pretest and their last one was the posttest. The results of the independent-samples t-tests showed that participants of the Blended Learning group significantly outperformed the ones in the Classroom Learning group in their writing performances. In conclusion, the results of the study revealed that employing a blended teaching method can create a more desirable condition to enhance the EFL learners’ writing performance and that doing research in this field can be a promising area for those interested. پرونده مقاله -
دسترسی آزاد مقاله
5 - Intertextuality and Plagiarism in EFL Writing: An Analysis of University Professors’ Attitudes towards MA Theses
Hossein Pourghasemian Mohammad AfzaliIntertextuality is an important academic writing ability when using others’ ideas efficiently and is tanta- mount to failing in the fulfillment of the research part of MA programs if improperly utilized. This study was thus intended to delve into university teache چکیده کاملIntertextuality is an important academic writing ability when using others’ ideas efficiently and is tanta- mount to failing in the fulfillment of the research part of MA programs if improperly utilized. This study was thus intended to delve into university teachers’ judgment of what they may count as proper or im- proper intertextuality and the reasons why students might deviate from the acceptable norms of intertex- tuality. To this end, four extracts of MA theses together with their original sources were presented to four university professors with different academic rankings. Through an interview, the four extracts were evaluated and their intertextual qualities were explained. The data analysis revealed that university pro- fessors assessed intertextualities as proper or improper inconsistently within two rounds of evaluation. Furthermore, they recounted cultural, social, educational, developmental, virtual and economic reasons for students’ deviating behaviors in the utilization of the resources available. As for the criteria of illegit- imate intertextuality, it was found that no signaling to the reader subject to the violation of the following conditions including specific domain knowledge, more than one sentence copied or paraphrased, mis- match between source and target, and the particular section of the thesis where borrowed ideas are to be used could lead to plagiarism. This study has implications for thesis writers, thesis raters, and EFL writing teachers which are discussed in the paper. پرونده مقاله -
دسترسی آزاد مقاله
6 - EFL writing skill requirements and challenges: Teachers and learners perceptions in focus
Esmaiel Kaboli BoroujeniAlthough there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research چکیده کاملAlthough there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research, the researchers performed an investigation to examine the various aspects concerning writing challenges, and requirements to improve it. Semi-structured interviews were conducted with an aim to achieve a thorough understanding of the topic by recruiting 25 male and female experienced EFL teachers along with 25 male and female intermediate EFL learners from language institutes in Tehran as the participants of the study through purposeful sampling technique. Then, 5 distinctive questions were chosen for the teachers and another set of 5 different questions for the learners to elicit their perceptions. After gathering the data and identifying the initial codes, the sub-categories emerged and helped the researcher to form the final model. Among the categories, writing strategies like collaborative and game-based, requirements like background, vocabulary, and grammatical knowledge were found to be essential. Based on the findings, a model was developed which is believed to support EFL learners in improving their writing proficiency. پرونده مقاله
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