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دسترسی آزاد مقاله
1 - Peer scaffolding in an EFL writing classroom: An investigation of writing accuracy and scaffolding behaviors
Parastou Gholami Pasand Abdorreza TahririConsidering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revi چکیده کاملConsidering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revision phase of writing, as such planning and drafting are remained untouched. The present study examines the impact of peer scaffolding on writing accuracy of a group of intermediate EFL learners, and explores scaffolding behaviors employed by them in planning and drafting phases of writing. To these ends, 40 freshmen majoring in English Language and Literature in the University of Guilan were randomly divided into a control group and an experimental group consisting of dyads in which a competent writer provided scaffolding to a less competent one using the process approach to writing. Results of independent samples t-tests revealed that learners in the experimental group produced more accurate essays. Microgenetic analysis of one dyad’s talks showed that scaffolding behaviors used in planning and drafting phases of writing were more or less the same as those identified in the revision phase. These findings can be used to inform peer intervention in L2 writing classes, and assist L2 learners in conducting successful peer scaffolding in the planning and drafting phases of writing. پرونده مقاله -
دسترسی آزاد مقاله
2 - Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency
حمید مرعشی اعظم چیذریThe literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional چکیده کاملThe literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional meaning of a text but also its ideological assumptions. Accordingly, this study was an attempt to investigate the impact of critical discourse analysis-based (CDA) instruction on EFL learners’ writing complexity, accuracy, and fluency (CAF). To fulfill the purpose of this study, 60 female intermediate EFL learners were selected from among a total number of 100 through their performance on a piloted sample PET. Based on the results, the students were randomly assigned to a control and an experimental group with 30 participants in each. Both groups underwent the same amount of teaching time during 17 sessions which included a treatment of CDA instruction for the experimental group. A writing posttest was administered at the end of the instruction to both groups and their mean scores on the test were compared through a MANOVA. The results led to the rejection of the three null hypotheses, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their writing CAF. To this end, it is recommended that CDA instruction be incorporated more frequently in writing classes following of course adequate syllabus design and materials development. پرونده مقاله -
دسترسی آزاد مقاله
3 - The Comparative Effect of Teaching Grammar through Interpretation Tasks and Pictorial Clues on EFL Learners’ Writing Accuracy
Nacim Shangarffam اعظم پرهیزکاریThe focus of this study is to investigate the comparative effect of teaching grammar through interpretation tasks and pictorial clues on EFL learners’ writing accuracy. The participants were 60 female intermediate EFL learners with age range of 21-35 who were divi چکیده کاملThe focus of this study is to investigate the comparative effect of teaching grammar through interpretation tasks and pictorial clues on EFL learners’ writing accuracy. The participants were 60 female intermediate EFL learners with age range of 21-35 who were divided into two experimental groups after being homogenized by a piloted PET test. In the piloted researcher-made pre-test, the researcher required the participants to write a narration and also complete another narration with some blanks with provided words using grammatical points they were going to be taught. After the treatment phase, another researcher-made parallel form of the pre-test was administered as the post-tests. To investigate the research question of the study, an ANCOVA was conducted. The results revealed that there was not any significant difference between the performances of either group. In other words, the mentioned ways of teaching grammar had equal effect on the learners’ writing accuracy. پرونده مقاله -
دسترسی آزاد مقاله
4 - On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy
میر ایوب طباطبایی کامه خاصه خان نگین قویدل نیا صمد رمزیThe present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including چکیده کاملThe present study investigated differential effect of two types of feedback namely, computer-mediated and metalinguistic, on Iranian EFL learners’ writing accuracy. To this end, based on Nelson Proficiency Test (300 A), 69 Iranian advanced EFL learners, including 45 males and 24 females, aged between 17 and 24, learning English in language institutes in Salmas, were selected randomly out of the total population of 121 EFL learners and then divided into three groups. The participants in the two experimental groups received metalinguistic and computer-mediated feedback separately while those in the control group received no feedback. The analyses of the results obtained through a pre-test and a post-test indicated that both feedback types significantly influenced learners’ writing accuracy. However, analysis of the participants’ performances on the post-test demonstrated that metalinguistic group outperformed computer-mediated one. Thus, the effect of metalinguistic feedback was more than that of computer-mediated feedback. In addition, both of them were more influential than no-feedback instruction. The findings of the present study can be fruitful for syllabus designers and EFL teachers. پرونده مقاله -
دسترسی آزاد مقاله
5 - The Impact of Diary Keeping on Iranian EFL Learners’ Writing Accuracy: Past Tense Use across Proficiency Levels
نوا نورداد رضا محمدیLanguage is highly context-sensitive and contextual learning of grammatical rules shows how the rules can be used in sentences. In this line, the present study aimed to investigate the effect of diary writing on the correct use of English past tenses among Iranian pre-i چکیده کاملLanguage is highly context-sensitive and contextual learning of grammatical rules shows how the rules can be used in sentences. In this line, the present study aimed to investigate the effect of diary writing on the correct use of English past tenses among Iranian pre-intermediate and upper-intermediate EFL learners. The study followed a quasi-experimental design with pre-test, treatment, and post-test, in control and experimental groups. To this end, a total number of 80 pre-intermediate and upper-intermediate learners were recruited based on convenience sampling and randomly assigned to the study groups. The results of two one-way ANCOVAs revealed that diary writing had a positive effect on the accurate use of English past tense at the pre-intermediate level but it did not show a significant effect among upper-intermediate learners. These findings can have efficient implications for EFL teachers, learners, syllabus designers, as well as material developers. EFL teachers can make use of diary writing as an effective method to help learners have a better grasp of English past tenses. Course designers and material developers are advised to have the results of this study under advisement and find a way to incorporate diary writing tasks in their curriculum to help learners get a better understanding of English tenses. پرونده مقاله -
دسترسی آزاد مقاله
6 - Impact of Elementary Learners’ L1 in Consciousness-raising Tasks on Their L2 Writing Accuracy
Saeideh fatahzadeh Sajad Shafiee Fariba RahimiThis study was an attempt to investigate the impact of elementary learners’ L1 in consciousness-raising tasks on their L2 writing accuracy. To achieve this end, 32 male and female elementary EFL learners, aged 17 to 26, participated in this study. They were assign چکیده کاملThis study was an attempt to investigate the impact of elementary learners’ L1 in consciousness-raising tasks on their L2 writing accuracy. To achieve this end, 32 male and female elementary EFL learners, aged 17 to 26, participated in this study. They were assigned to two experimental groups (L1 and L2 groups) using the intact group sampling technique. The treatment was 13 two-hour sessions in which the participants of L1 group were exposed to consciousness-raising tasks through their L1, but the L2 group experienced the same tasks in English. At the end, a writing test was administered for both groups and the data collected through the pre-test and post-test were analyzed using paired-samples t test and one-way analysis of covariance. The results of the data analysis showed that L1 group significantly outperformed the L2 group in writing accuracy. This finding verifies the rejection of the ideological dogma of using first language in foreign language classes. پرونده مقاله -
دسترسی آزاد مقاله
7 - Cooperative Error Detection in Online Learning: Focusing on Psychology ESP Students’ Writing Accuracy and Their Learning Styles
Maryam Mohammadi Sarab Omid Tabatabaei Hadi Salehi Azizeh ChalakThe aim of this research was to investigate the effect of cooperative error detection in an online context on ESP students' writing accuracy and their attitudes towards cooperative error correction. To achieve this aim, the researchers selected 60 ESP students after hom چکیده کاملThe aim of this research was to investigate the effect of cooperative error detection in an online context on ESP students' writing accuracy and their attitudes towards cooperative error correction. To achieve this aim, the researchers selected 60 ESP students after homogenization. The Barratt Impulsivity Scale (Barratt, 1995) was administered to the participants. The researcher randomly assigned the participants to two groups: the experimental group (n=30, reflective=13, impulsive=17) and the control group (n=30, reflective=13, impulsive=17). The experimental group received the intervention for ten sessions. Skype was used in this group. The participants in this group were divided into six groups of 5 members each. Then, in each session, the students were given a descriptive topic and they were supposed to write and share their writing in their groups. Other members of each group had to check each member's writing and, in case of a problem, underline the mistakes and share them with the group. Finally, they sent the revised writing to the teacher. In the control group, the participants had to write about the same descriptive topic. They wrote and gave their writing to the teacher who corrected it. The results showed that the participants in the experimental group performed significantly better than those in the control group. In terms of learning style, both reflective and impulsive ESP students benefited equally from the intervention. In addition, participants in the experimental group who received the treatment had a positive attitude towards cooperative error detection, seeing it as something positive and fun. پرونده مقاله -
دسترسی آزاد مقاله
8 - Impact of Teaching Metacognitive Strategies on Iranian EFL Learners’ Writing Accuracy in Proactive vs. Reactive Classes
Fatemeh Jafari Nasser Ghafoori Shima Ahmadi-AzadThe present study aimed to examine the impact of instructing metacognitive strategies involving planning, monitoring, and self-evaluation, within proactive and reactive classroom contexts, on the writing accuracy of Iranian EFL learners. Employing a quantitative quasi-e چکیده کاملThe present study aimed to examine the impact of instructing metacognitive strategies involving planning, monitoring, and self-evaluation, within proactive and reactive classroom contexts, on the writing accuracy of Iranian EFL learners. Employing a quantitative quasi-experimental design, the research comprised 168 participants, drawn from an initial pool of 206 undergraduate students within the science and engineering department of Azad University, Tabriz Branch, who had completed a general English course during the Spring of 2021. Employing purposive sampling, the homogeneous sample was divided into two experimental and two control groups, aligning with the study's independent variables: the teaching of metacognitive strategies and the classroom environment. The experimental groups underwent instruction in metacognitive strategies, with one group exposed to proactive instruction before commencing writing tasks, and the other receiving reactive instruction when encountering writing difficulties. Pre- and post-treatment writing samples were collected and evaluated for accuracy, and ANOVA was conducted on the pre-test scores, establishing initial comparability among the four groups. Subsequently, a Two-Way Analysis of Variance was employed to assess post-test scores. Notably, teaching metacognitive strategies exhibited a statistically significant influence on writing accuracy only within reactive classroom conditions. Conversely, the classroom environment exerted a negligible direct influence on writing accuracy, though a noteworthy interaction effect emerged between the two independent variables. This study holds substantial implications for EFL instructors, learners, and curriculum developers, highlighting the significance of incorporating metacognitive strategy instruction to enhance writing accuracy within specific instructional contexts. پرونده مقاله -
دسترسی آزاد مقاله
9 - Impact of Written Corrective Feedback via Dynamic Assessment on Iranian EFL Learners’ Writing: Micro and Macro Levels
Mohammad Reza Rafizade Tafti Fariba Rahimi Sajad ShafieeThe present study aimed to assess the effects of written corrective feedback (WCF) on Iranian EFL learners' writing at the macro (i.e., rhetorical organization, task response, cohesion, and coherence) and micro levels (i.e., lexical resource, punctuation, grammatical ra چکیده کاملThe present study aimed to assess the effects of written corrective feedback (WCF) on Iranian EFL learners' writing at the macro (i.e., rhetorical organization, task response, cohesion, and coherence) and micro levels (i.e., lexical resource, punctuation, grammatical range, and accuracy) with a dynamic assessment approach in focus. To this end, the Oxford Quick Placement Test was administered to 150 male and female Iranian EFL learners, of whom 80 homogeneous intermediate learners were selected and assigned to an experimental group and a control group. The two groups received WCF in the sense that the teacher provided symbols such as WW for the wrong word, SP for spelling, T for tense, WO for word order, etc. while marking their written productions. The difference was that the experimental group experienced dynamic assessment of L2 writing during the term (in which the teacher taught and tested the learners in an ongoing fashion and provided prompts, hints, support, and encouragement every session), whereas the participants in the control group experienced a conventional class, devoid of an ongoing dynamic assessment component. At the end of the treatment, the collected data were statistically analyzed. The results showed that although the experimental group significantly outpaced the control group regarding the micro-levels of writing, no substantial difference was detected between the macro levels of writing in both groups. It was, thus, concluded that written corrective feedback along with the dynamic assessment can significantly improve the writing of the students at micro-levels. پرونده مقاله -
دسترسی آزاد مقاله
10 - Wiki-based Collaborative Writing in EFL Classrooms: Writing Accuracy in Focus
محمدشریف حسینی محمد بوالی رضا رضوانیWikis, as one of the Web social networking tools, have been increasingly integrated into second language instruction to promote collaborative writing. The purpose of this study was to examine whether the use of wikis as a collaborative tool affected language learners&rs چکیده کاملWikis, as one of the Web social networking tools, have been increasingly integrated into second language instruction to promote collaborative writing. The purpose of this study was to examine whether the use of wikis as a collaborative tool affected language learners’ writing accuracy. To this end, 72 EFL learners were selected from a language institute in Gachsaran, Iran. The selection of participants were based on the results of their OPT test scores (among 80 students). They were randomly assigned into control and experimental groups. The participants of experimental group were asked to upload their writing assignments in the teacher- created wiki site where they edited and corrected their classmates’ writings and sometimes discussed their writing topics. On the other hand, the control group delivered their writing assignments to the teacher for corrections and corrective comments. The participants’ performances in pre-test and post-test were compared. The obtained results indicated that the participants in the experimental group significantly outperformed their counterparts in the control group in terms of writing accuracy. The results confirmed the positive effect of teaching writing through wiki. پرونده مقاله
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