Writing Performance

This study was an attempt to investigate the relationship between test anxiety and writing performance among Iranian intermediate EFL students. To achieve this goal, 50 participants of EFL students (male and female) at Iran, Tehran, were selected on the basis of sampling convenience. The instruments used in this research consisted of the proficiency test and TAQ (Test Anxiety) questionnaire. After homogenizing the students via a proficiency test (Cambridge Placement Test, 2010), those students who were selected as upper-intermediate ones were allowed to take part in this research. Their age range was between 20 and 40. Having collected the results, the researchers recorded the scores in computer files for statistical analysis using the Statistical Package for the Social Sciences (SPSS) version 25.00. In order to measure the relationship between the variables (test anxiety & written performance) Pearson Correlation tests were run. The results illustrated that there were significant relationships between writing performance and text anxiety and all its sub-scales of worry and emotionality. In addition, it was proved that there was not any significant difference between male and female in respect to writing performance. It must be reiterated that a Pearson Correlation test was also run to measure the Inter-Rater Reliability. The results of this study will provide insights to help EFL learners reduce their test anxiety and increase the level of their confidence.

Task-based language teaching, which requires learners to transact tasks resembling their real life language needs, demands language learners to perform planning at different stages of their learning. Since various types of tasks can be used in task-based instruction, the present study examined the effect of task types and various participatory structures during pre-task planning on the quality of learners' writing performance, (i.e., accuracy). Towards this end, 120 intermediate EFL students were randomly assigned to 3 experimental groups and one control group. While the experimental groups were subjected to different pre-task planning conditions, (i.e., individual, pair, and group), the control group performed tasks without any planning. During the treatment, they experienced task modeling, presentation and completion. A factorial design was followed in the present study, and the collected data were analyzed through ANOVAs that revealed task type and pre-task planning condition influenced the writing accuracy of the participants in a way that resulted in greater accuracy in the decision-making task in the experimental groups, thereby ensuring the effectiveness of the treatment in mitigating the long-standing problem of EFL learners in achieving higher levels of accuracy when a specific task type is concerned.

After Gardner’s Multiple Intelligences Theory (MIT), some language teaching practitioners set out to teach students in a way to help their dominant intelligence(s) blossom. In an EFL context, usually teachers’ main focus is to develop communication skills. Nowadays, writing is one of the main ways by which people communicate. Thus, this study aimed at investigating possible relationship between Multiple Intelligences and writing performance of Iranian EFL learners across different genders. To conduct this study, 15 male and 15 female advanced EFL learners from a reputable institute in Tabriz participated. They passed through a placement test to enter the course, yet the researchers administered a Test of English as a Foreign Language (TOEFL) to ensure homogeneity in the group. After a session of introducing the project’s purpose, Multiple Intelligence Developmental Assessment (MIDAS) questionnaire was administered for obtaining participants’ Multiple Intelligence profile. Later, the participants were given a text and asked to read and summarize it. The collected writings were analyzed for grammatical accuracy, complexity and quality of the writing based on Jacob et al.’s (1981) scale. The results of the correlational analysis revealed that overall Multiple Intelligences correlated positively with the quality of the female learners’ writing. The findings suggest that English teachers consider the role of multiple intelligences in learning and teaching process and provide more effective activities to help learners of different intelligences improve their foreign language writing skill.

This study compares the effectiveness of artificial intelligence (AI)-generated feedback (specifically using ChatGPT) and human feedback in improving the writing performance of B2-level IELTS candidates. A mixed-methods approach was employed, combining quantitative and qualitative data to evaluate the impact of both types of feedback. A total of 100 B2-level English learners from various cities of Iran were selected through convenience sampling and then randomly assigned to two groups. Pre- and post-test assessments, using mock IELTS exams, provided quantitative data, while qualitative data were gathered through participant questionnaires. These findings reinforce the superiority of human feedback in enhancing higher-order writing skills; however, this study extends prior research by examining the effectiveness of AI-generated and human feedback within the specific context of Iranian IELTS candidates. Given the traditionally grammar-focused writing instruction in Iran, the results highlight the need for integrated feedback approaches that address coherence, cohesion, and argument development. The study also offers practical implications for IELTS preparation programs in non-native English-speaking countries, advocating for a structured combination of AI and human feedback to maximize writing proficiency. Learners valued the personalized guidance of human feedback, which fostered motivation and engagement. Conversely, AI-generated feedback excelled in correcting surface-level errors, such as grammar and vocabulary, offering immediacy and consistency. Nonetheless, AI's lack of interpretive depth limited its ability to address complex writing issues like argumentative development and cohesive flow. This study underscores the potential benefits of integrating AI and human feedback to enhance writing instruction for standardized assessments. Future research should investigate strategies to refine AI tools for better support of advanced writing skills.