فهرست مقالات Integrated writing

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  1 - A Comparison of Writing Performance on Independent and Integrated Writing Tasks
  rahil sheibani Alireza Ahmadi
  Researchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integr چکیده کامل

  Researchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integrated and independent writing tasks. It also aimed to find out if writing performance varies with task types. A number of thirty Iranian EFL students participated in this study, and each student wrote on two writing tasks of IELTS Academic module. The written essays were rated by three experienced raters using IELTS rubrics. Paired sample t-tests revealed that test takers performances did not differ significantly across these two tasks. Besides, two one-way ANOVAs indicated the difference between the raters in rating integrated writing task while they were not performed differently in rating independent task. The results are followed by a number of suggestions with the aim of improving the EFL students’ performance in writing skill. پرونده مقاله
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  2 - TOEFL iBT Integrated and Independent Writing Tasks: Iranian Test Takers' Performance in Focus
  Farah Shooraki Hossein Barati Ahmad Moinzadeh
  This study aimed to compare the performance of international and Iranian test takers on TOEFL iBT integrated and independent writing tasks. The international test takers' data were provided by TOEFL organizer: Educational Testing Service (ETS). This included a tota چکیده کامل

  This study aimed to compare the performance of international and Iranian test takers on TOEFL iBT integrated and independent writing tasks. The international test takers' data were provided by TOEFL organizer: Educational Testing Service (ETS). This included a total of number of 4916 samples for both integrated and independent tasks. A paired sample t-test showed the international test takers significantly outperformed on the independent task. Further, a sample of 100 integrated and independent writing tasks produced by international test takers was randomly selected through systematic sampling, and compared with 96 counterparts written by Iranian TOEFL iBT test takers. Although the difference between Iranian and International test takers was not significant, the paired sample t-test on Iranian samples per se showed that they too outperformed on the independent writing tasks. Although the difference between Iranian and International test takers was not significant, the paired sample t-test on Iranian samples per se showed that they too outperformed on the independent writing tasks. پرونده مقاله
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  3 - Error Taxonomy of TOEFL iBT Writing: An Iranian Perspective
  Arshya Keyvanfar Reyhaneh Vafaeikhoshkhou
  TOEFL iBT has turned recently heads to the impacts language tests can have on language learning. Since error analysis-based instruction has gained a new life with the advent of the computer analysis of the learner’s language, the researchers of this study embarked چکیده کامل

  TOEFL iBT has turned recently heads to the impacts language tests can have on language learning. Since error analysis-based instruction has gained a new life with the advent of the computer analysis of the learner’s language, the researchers of this study embarked on examining a sample of integrated and independent writing tasks of 45 Iranian TOEFL iBT candidates in order to identify and classify their errors. Examining 90 writing tasks in toto, the researchers categorized the errors into three major categories: grammar, mechanics, and content errors. Although, the errors of integrated and independent tasks at the levels of grammar and mechanics, with slight differences, had much to share, the content errors exhibited considerable differences. The content errors of the integrated task included plagiarism, for instance while the independent category was limited to organization of ideas and task fulfillment. Given the relative youth of TOEFL iBT for language teachers and learners, the results of this study can have promising potential for enhancing Iranian TOEFL iBT teachers’ understanding of the problems of their prospective candidates. The findings can also be used to improve TOEFL iBT preparatory materials as adopting a troubleshooting approach seems to be more viable in short-term tailor-made courses. پرونده مقاله