تاثیر آموزش ممتد در مقایسه با آموزش غیر ممتد (فاصله دار) بر دقت، سلاست و پیچیدگی نوشتار یادگیرندگان زبان(مقاله علمی وزارت علوم)
حوزههای تخصصی:
Admittedly, as opposed to simple writing treatments, massed or spaced instructions, more or less, seem to add variety and attractiveness to writing accomplishment. The current attempt concerned the efficacy of putting in service the two above-mentioned distribution instructions on EFL learners' writing performance. To conclude, 40 upper-intermediate learners (19 to 23 years) of both gender enjoyed 8 sessions in an institute in Ilam, Iran. They were randomly divided into two groups of massed and spaced each group consisting of 20. Instruments utilized were a Quick Oxford Placement Test, a writing pre-test, and a writing post-test. One group was disciplined paragraph writing with massed and spaced instruction with accuracy, complexity and fluency in focus. The researchers taught each session in an intensive 60 minutes' session to massed groups, whereas the similar session was taught to the spaced groups in three 20-minute short sessions at irregular time intervals. Subjects were retested after 8 weeks. Lastly, a posttest of writing was carried out for all groups. The results of the paired samples t-test and One-way ANCOVA denoted that the spaced distribution group significantly outperformed the massed distribution group on the posttest in their final post-test.