مطالب مرتبط با کلیدواژه

Accuracy


۱.

The Long-Term Effect of Implicit and Explicit Corrective Feedback on Accuracy of EFL Learners’ Descriptive Writing Skill(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات کاربردی زبان سال چهارم ۲۰۱۲ شماره ۲

کلیدواژه‌ها: Implicit/Explicit Corrective Feedback Written Corrective Feedback Accuracy Second/Foreign Language Acquisition Implicit/Explicit Learning

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تعداد بازدید : ۱۰۷۹ تعداد دانلود : ۴۳۵
Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of second language writing. The present study investigated the possible effect of implicit and explicit corrective feedback on descriptive writing accuracy of Iranian intermediate EFL learners (N=39) in Hamedan Islamic Azad University. Two groups were selected: explicit corrective feedback group (N=22) and implicit corrective feedback group (N=17). They received corrective feedback on three grammatical structures. The results showed that written corrective feedback can lead to writing accuracy improvement in the short-term, but it may be unhelpful in the long-run.
۲.

Application of Larson’s Method in English Translations of The Bustan of Sa‘di(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات کاربردی زبان سال پنجم ۲۰۱۳ شماره ۱

کلیدواژه‌ها: poetry Accuracy Methods of Translation Literary Translation

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In this research, different English translations of Sa‘di’s Bustan were studied. An anecdote was selected randomly with its three English translations to identify whether or not the translators have managed to convey the messages of the original poem. The three selected translations were examined according to two of the criteria that Larson (1984) has proposed (accuracy and naturalness) for testing a translation. By accuracy, the researcher intended to see whether, the translators have been successful in rendering the SL text accurately and precisely without radical changes, omission and addition; and by naturalness, it was meant whether the translations sound natural or they contain strange and foreign words. The results of the study show that Edwards has been successful in understanding the main idea of the original poem and conveying it into prose. Clarke’s translation is word-for-word and being literal, the natural criterion has been breached in some instances. Wickens’s has attempted to transfer the exact meaning of the original to the target text. Among the three translations studied, that of Wickens is considered to be the most accurate one.
۳.

The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance تاثیر تکرار فعالیت و انجام فعالیت مشابه بر عملکرد شفاهی زبان آموزان ایرانی(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۲, No. ۲, December ۲۰۱۳

کلیدواژه‌ها: فعالیت پیچیدگی Task Accuracy Complexity تکرار فعالیت انجام فعالیت مشابه روان بودن صحت گفتار task repletion task recycling fluency

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One of the major criticisms leveled at task-based language teaching (TBLT), despite its countless merits, is developing fluency at the cost of accuracy. The post-task stage affords a number of options to counteract this downside through task repetition and task recycling. These two options are considered to positively affect learners' oral performance in terms of fluency, accuracy, and complexity (CAF). The purpose of the present study is to compare the relative effect of task repetition and task recycling on Iranian EFL (English as a foreign language) learners’ oral performance in terms of CAF. To this end, eight intermediate EFL learners, randomly selected from 30 students in two classes of 15, took part in this study. The participants in both task repetition and task recycling groups were assigned to perform a total of eight tasks. Four of these tasks were identical in both groups. Each session included one task plus its second performance, namely repetition for the first group and recycling for the second. Wilcoxon Signed Ranks Test was used to statistically analyze the recorded data of learners' performances on all eight occasions in terms of CAF. The results revealed a significant effect of task repetition on all three measures of performance while task recycling did not prove to have a significant effect except for fluency. On the level of between-group differences, task repetition was found to be dominant outweighing task recycling in all three measures of oral performance. Task repetition is hence advised to be incorporated in teaching English, particularly in EFL contexts as a viable tool to hone learners’ oral performance on CAF.
۵.

Orchestrating Task Planning in Writing: The Impact of Pre-Task Planning and Within-Task Planning on Fluency, Accuracy, and Complexity of Iranian EFL Learners’ Writing(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۷, No. ۱, ۲۰۱۵

کلیدواژه‌ها: Accuracy Complexity fluency Task Planning Cognition Hypothesis Limited Attentional Capacity Model

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تعداد بازدید : ۵۵۲ تعداد دانلود : ۳۲۸
Building on Robinson’s (2001, 2003) Cognition Hypothesis, Skehan’s (1998) Limited Attentional Capacity Model, and Kellog’s (1986) model of writing, this study examined the effect of task planning on the fluency, accuracy, and complexity of 60 Iranian EFL learners’ argumentative and narrative writings under different planning conditions. A quasi-experimental design with three levels of planning conditions (pre-task planning, within-task planning and no-planning) and different time constraints was used. Measures of fluency, accuracy, and complexity were used to evaluate the quality of the participants’ written productions. The results of a series of one way Multivariate Analyses of Variance (MANOVAs) indicated that increasing task complexity, through task planning conditions and also different tasks produced significant differences among the groups in fluency and accuracy; however, with regard to syntactic complexity, both tasks provided similar results among the groups. The findings add support to the view that selecting an appropriate task with appropriate task-based implementation conditions can induce language learners to increase, accuracy and fluency, but not syntactic complexity of their output. Pedagogical implications are discussed and suggestions for further studies are made.
۶.

Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۵, No. ۲, December ۲۰۱۶

کلیدواژه‌ها: Accuracy focus on form instruction Input enhancement metalinguistic feedback peer-editing relative clauses

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تعداد بازدید : ۴۲۷ تعداد دانلود : ۲۹۵
Despite consensus in focus on form (FOF) instruction over the facilitative role of noticing, controversy has not quelled over ways of directing EFL learners’ attention towards formal features via implicit techniques like input-enhancement or explicit metacognitive feedback and interactive peer-editing on the output they produce. This quasi-experimental study investigated the impact of input enhancement (IE), metalinguistic feedback (MF), and peer-editing (PE), on 73 intermediate female Iranian EFL learners’ recognition of relative clauses (RCs). The participants, in three intact classes ranged in age between 18 and 30, were randomly assigned as IE (N=23), MF (N=29), and PE (N=21) groups. The 18-session treatment in all groups was based on identical teaching materials and methodology following a reading to writing orientation focused on RCs. The only difference was related to the focus on form that was through enhanced reading texts in the IE group, metalinguistic feedback on discussion of content in the MF group, and peer-editing in pair-discussion of the content in the PE group. Two parallel sets of 40-item multiple choice researcher-made validated tests focused on RCs were employed to measure the participants’ recognition of RCs at the onset and the end of the study. The one-way between-groups analysis of covariance demonstrated significantly higher gains in the MF and PE groups compared to the IE group; the MF achieved higher levels of mastery. The findings highlight the effectiveness of MF and offer implications for more effective teaching of RCs to Iranian EFL learners.
۷.

Language Complexity, Accuracy and Fluency in Different Types of Writing Paragraph: Do the Raters Notice Such Effect(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۰, Fall & Winter ۲۰۱۷

کلیدواژه‌ها: Types of paragraphs EFL Learners Complexity Accuracy fluency

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تعداد بازدید : ۵۰۴ تعداد دانلود : ۳۲۰
The aim of the present study was to investigate the effects of two types of paragraph on EFL learners’ written production. It addressed the issue of how three aspects of language production (i.e. complexity, accuracy, and fluency) vary among two types of paragraphs (i.e. paragraphs of chronology and cause-effect) written by EFL learners. Thirty intermediate level learners of English participated in the study. Each learner wrote the two specified types of paragraphs in the final exam of their writing course. In the first phase of the study, separate paired t-tests were conducted on each dependent variable to see whether there were any statistically significant differences in measures of complexity, accuracy, and fluency across the paragraph types. In the second phase of the study, to investigate if the raters detect the inconsistencies in the complexity, accuracy, and fluency of paragraphs written by a learner, four raters were asked to rate 12 paragraphs written by six learners whose paragraphs differed extremely in one of the three features. The findings revealed that EFL learners performed significantly better in paragraphs of chronology than the paragraphs of cause-effect in terms of fluency and accuracy. However, the analysis of complexity measures showed that there was no significant difference between the two types of paragraphs. In the qualitative analysis, it was found that raters did not consistently consider these three features in their examining the quality of the paragraphs. They paid attention to qualities such as coherence, cohesion and unity more consistently.
۸.

An Investigation into the Effects of Joint Planning on Complexity, Accuracy, and Fluency across Task Complexity(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۰, Fall & Winter ۲۰۱۷

کلیدواژه‌ها: Task Complexity Accuracy fluency task complexity

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تعداد بازدید : ۴۷۹ تعداد دانلود : ۳۵۷
The current study aimed to examine the effects of strategic planning, online planning, strategic planning and online planning combined (joint planning), and no planning on the complexity, accuracy, and fluency of oral productions in two simple and complex narrative tasks. Eighty advanced EFL learners performed one simple narrative task and a complex narrative task with 20 minutes in between. The order of the two stories was counterbalanced to control for any possible practice effect. The results suggest that no planning in both tasks was the least effective. Strategic planning led the learners to elevate both their complexity and fluency significantly in the narrative simple task and only their fluency in the complex task. Online planning helped the participants improve their accuracy significantly both in the simple and complex tasks. Finally, joint planning resulted in the significant elevation of accuracy and fluency in the simple task on the one hand, and complexity and accuracy in the complex task on the other. With respect to the effect of task complexity, the interaction between task complexity and CAF was significant. The results and comparisons between groups are discussed in the light of Levelt’s model of speaking, Skehan’s Trade-off Hypothesis, and earlier studies.
۹.

The Effect of Self-regulated Strategy Instruction on Iranian EFL Learners' Writing Ability(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics, Vol.۹, No.۱۹, Fall & Winter ۲۰۱۶ 21 - 36

کلیدواژه‌ها: Accuracy Cohesion strategy instruction self-regulated strategy writing

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تعداد بازدید : ۴۲۳ تعداد دانلود : ۲۴۳
This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer. To achieve the objectives, 50 intermediate Iranian EFL learners participated in this study. The design was experimental which used a proficiency, pretest-posttest and random sampling. The analyses of writing tests in the control and experimental groups revealed that SRS instruction had a positive impact on the participants’ writing ability. The effect of SRS instruction was significant on the participants’ writing accuracy and cohesion. The findings draw language instructors’ attention to the meta-cognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy in writing.
۱۰.

The Impact of Three Feedback Types on Postgraduate TEFL Student Teachers’ Writing Accuracy and Organization(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics, Vol.۹, No.۱۹, Fall & Winter ۲۰۱۶ 119 - 140

کلیدواژه‌ها: Accuracy interactive feedback metalinguistic feedback Organization peer-feedback writing

حوزه های تخصصی:
تعداد بازدید : ۳۹۲ تعداد دانلود : ۲۷۹
One skill that student teachers need to develop during their academic studies is the capacity to produce accurate and well-organized texts. This study reports on the comparative impact of metalinguistic feedback (MLF), teacher interactive feedback (TIF(, and the peer-feedback (PF) on the accuracy and organization of postgraduate ELT student teachers’ writing. The participants were 57 postgraduate students who were recruited from a population of 70 postgraduate students, in three classes, that were randomly assigned as the MLF group, the TIF group, and the PF group based on the focus of the presentation and the feedback type they would receive during the 14 session treatment. A hybrid process-oriented and genre-based methodology was employed to teach the identical teaching materials to all the groups with a focus on grammatical features and relevant grammatical exercises in the MLF group,   on reflective and interactive negotiation of form and meaning in the TIF group, and on individual peer-assessment of the peer’s writing in the PF group. The results revealed significantly higher levels of accuracy among the MLF group with no significant difference in the organization of the groups’ writing. The findings underscore the role of MLF in enhancing accuracy. 
۱۱.

The Impressibility of Speaking Accuracy/Fluency among EFL Undergraduates: A Meta-Analysis(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 184 - 225

کلیدواژه‌ها: speaking Accuracy fluency EFL undergraduates meta-analysis

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تعداد بازدید : ۶۶۰ تعداد دانلود : ۳۷۸
This meta-analysis is an investigation into the impressibility of two dimensions of the speaking skill, namely accuracy and fluency, in relation to the experimented treatments among Iranian EFL undergraduates. Having surveyed a collected bank of 74 research reports, the relationships among the variables in the 14 included studies were examined. More specifically, the analysis involved a statistical review of 67 effect sizes (at 95% CI) calculated from studies conducted between 2006 and 2016, including 890 participants. The analysis indicated that in 77% of the experimented treatments, the students performed as well as the students in the regular programs with no significant improvement in oral accuracy. The analysis also demonstrated that 63% of the treatments did not yield significant improvement in oral fluency in comparison with the regular instruction. Moreover, the synthesis of the effects of the contextual factors showed that low-level (i.e., elementary) learners experienced a better improvement in speaking performance. The analysis also revealed that, among the experimented treatments, dialogic tasks were most effective on oral accuracy while interviews were influential in promoting the students’ both oral accuracy and fluency. Finally, the quality of the study reports was analyzed and some directions for further research were suggested.
۱۲.

The Impact of Linear Process versus Genre-Based Approach on Intermediate EFL Learners’ Accuracy in Written Task Performance(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۲, Spring & Summer ۲۰۱۸ 186 - 202

کلیدواژه‌ها: genre-approach Process Accuracy learner written production task

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تعداد بازدید : ۴۵۰ تعداد دانلود : ۲۹۵
The main purpose of the present quasi-experimental study was to investigate the effects of linear process versus genre-based approach on EFL learners’ written production. To this end, 40 learners of English at intermediate level were randomly selected as the participants of the study and assigned into two groups of experimental (process and genre) which received different types of instruction for 8 sessions. Narrative and process-tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure. Independent samples T-test was employed as the statistical means of analysis. The results of the study revealed no difference between the performances of two groups in written narrative task, however, the result of statistical analysis in process task was significant. The study might carry some pedagogical implications for second language teachers, SLA researchers, teacher education and task designers.
۱۳.

Cognitively Complex Tasks and Individual Differences: Two Influential Factors in Iranian EFL Learners’ Written Text Quality(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۳, Spring & summer ۲۰۱۹ 95-126

کلیدواژه‌ها: Cognitive complexity language learning aptitude lexical complexity Syntactic complexity Accuracy fluency

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تعداد بازدید : ۴۵۵ تعداد دانلود : ۳۱۶
Robinson’s Cognition Hypothesis and Skehan’s Limited Attentional Capacity Model provide the major impetus for this study. The present article reports the findings of a between-subject factorial experimental research study which explored 1) the effects of increased cognitive task complexity, manipulated through the intentional reasoning demands and number of elements on the lexical and syntactic complexity, accuracy, and fluency (CAF) of EFL writers’ productions; and 2) the joint effects of cognitive task complexity factor and learners’ language learning aptitude (Low vs. High) on the written output. Firstly, we gave Carroll and Sapon’s Modern Language Aptitude Test (MLAT) to 226 participants and then did a random stratification of the low- and high- aptitude learners into three groups. The participants received letter writing tasks with different cognitive complexity levels (low, medium, and high). The findings indicated that increasing cognitive task complexity resulted in significantly higher lexical and syntactic complexity and lower fluency, whereas no significant effect was found on writing accuracy. Moreover, the statistical results revealed no significant interaction effect between task complexity factors and learners’ language aptitude. With regard to the first objective of the study, the findings supported the predictions of Cognition Hypothesis while it is not the case in relation to the second objective of the study.
۱۴.

The Relationship between Iranian EFL Learners’ Ambiguity Tolerance and the Accuracy of Their Task-based Oral Speech(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸ 85 - 102

کلیدواژه‌ها: ambiguity tolerance Accuracy Individual differences task-based speech

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تعداد بازدید : ۵۳۸ تعداد دانلود : ۲۹۱
Various individual differences, including ambiguity tolerance (AT), have gained momentum because of the influence they can exert on the process and product of learning, and thereby, on various aspects of the learner’s interlanguage system such as accuracy of oral speech. The present study was undertaken to examine the extent to which Iranian EFL learners’ AT was significantly correlated with the accuracy of their task-based speech. To serve the purpose, a random sample of 60 Iranian EFL learners studying English at New Pegah Institute in Tabriz were selected from a population of 150. The Second Language Tolerance of Ambiguity Scale (Ely, 1995) was employed to quantify the participants’ AT while the accuracy of their speech, based on a picture description task, was measured based on the ratio of the grammatical errors to the total number of t-units produced. Correlational analyses of the research data revealed that the participants were highly inaccurate in their oral performance and that there was a significant moderate relationship between the two research variables. The findings underscore the need to determine and promote Iranian EFL learners’ AT and offer a number of pedagogical implications.  
۱۵.

The Role of Working Memory (WM) in Fluency, Accuracy and Complexity of Argumentative Texts Produced by Iranian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۲, Issue ۵, Spring ۲۰۱۹ 55 - 65

کلیدواژه‌ها: Accuracy Complexity fluency Working memory (WM) Writing Performance

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تعداد بازدید : ۵۸۶ تعداد دانلود : ۳۳۷
The present study intended to examine the relationship between working memory (WM) and writing performance of a group of Iranian EFL learners and to explore whether learners with different working memory levels perform differently on the fluency, accuracy and complexity of texts produced or not. The necessary data were collected through the argumentative essay writing prompt and a computerized Persian version of reading span test as a measure of learners’ WM capacity. The correlation analysis revealed that there was a significant positive relationship between these two constructs. The results of Multivariate Analysis of Variance (MANOVA) indicated that there were significant differences between High, Mid and Low WM groups in terms of fluency and accuracy of texts produced, but not their complexity. The findings confirmed the importance of WM while working on cognitively challenging tasks such as writing which requires automation and effective management of cognitive resources while writing. On the whole, the present study confirmed the idea that learners with different learning characteristics orchestrate their mental resources in different ways to perform in different phases of writing and part of their difficulties or even capabilities in writing can be attributed to the efficiency with which they apply these resources while dealing with different writing systems (formulation, execution, or monitoring) or engaging in different writing  processes (translating, planning, programming, reading, or editing).
۱۶.

The Combined Effects of Pre-task and Careful Online Planning on EFL Learners' Written Discourse

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۴ (۲۰۱۹) 1-12

کلیدواژه‌ها: Accuracy Complexity fluency on-line planning pre-task planning written discourse

حوزه های تخصصی:
تعداد بازدید : ۴۳۳ تعداد دانلود : ۳۴۵
The present study aimed at examining the combined effects of pre-task and online planning time on complexity, accuracy, and fluency in narrative-based texts produced by Iranian intermediate EFL learners. Overall, the implemented studies in this regard point to the facilitative impacts for both pre-task and careful online planning on complexity, accuracy, and fluency with some recorded trade-off effects. Using a between-groups design, sixty homogeneous participants were randomly assigned to four performance conditions: no planning (NP), careful online planning (OLP), pre-task planning (PTP), and both pre-task and careful online planning (POLP). The findings revealed that pre-task and careful online planning don’t have any significant effects on the level of complexity. The results also suggested that whereas the provision of abundant online planning time increases the accuracy level, the opportunity to plan prior to performance leads them to generate more fluent written discourse. In addition, compared with the NP condition, pre-task in tandem with careful online planning time enable the participants to produce more accurate, and fluent written discourse that lend support to the Dual-Mode system and Limited Attentional Capacity Model. The findings are of pedagogical significance in that they speak of the efficacy of planning as an important metacognitive learning strategy capable of helping teachers achieve the desirable pedagogical objective of enhanced complexity, accuracy, and fluency of learners’ task-based production. Theoretically, the results underscore the effectiveness of planning time in helping language learners overcome the limitation of their attentional capacity and direct them towards aspects of form and meaning.
۱۷.

Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۷, No. ۱, June ۲۰۱۸ 1 - 24

کلیدواژه‌ها: Preemptive focus on form pre-task planning lexical diversity Accuracy Narrative Writing

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تعداد بازدید : ۵۷۱ تعداد دانلود : ۲۹۹
The current study, setting a two-fold goal, attempted to see whether the preemptive focus on form (FonF) under either planned or unplanned conditions could contribute to increasing lexical diversity in written narratives and, second, to find whether there was a trade-off between the lexical diversity and accuracy. To this end, 32 beginner learners were selected following a Quick Oxford Placement Test and assigned into two groups to receive preemptive FonF under no-planning and pre-task planning conditions. The analysis of the results through a set ofrepeated measure ANOVAs and independent-samples t-tests revealed that the first group with unplanned condition outperformed the one with pre-task planning in lexical diversity. The results also revealed the trade-off between the lexical diversity and accuracy. That is, both lexical diversity and accuracy were significantly taken care of under unplanned preemptive condition whereas pre-task planning hindered attendingto lexical diversity and, thus, both aspects simultaneously. It was concluded that providing learners with appropriate conditions through form-focused instruction can set the ground for activating their linguistic knowledge and letting them attend to different linguistic aspects during writing.
۱۸.

Motivating the Unmotivated: Making Teacher Corrective Feedback Work(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۷, No. ۱, June ۲۰۱۸ 87 - 110

کلیدواژه‌ها: corrective feedback Draft Specific Scoring fluency Accuracy Grammatical complexity

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تعداد بازدید : ۵۴۴ تعداد دانلود : ۳۱۰
It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. The present study was an attempt to tackle this problem. To do so, the technique named Draft-Specific Scoring (Nemati & Azizi, 2013) was implemented. In DSS, learners receive both teacher feedback and grades on their first drafts; however, they are given up to two opportunities to apply teacher feedback and revise their drafts accordingly. The scores they receive may improve as a result of the quality of revisions they make. Students’ final scores will be the mean score of the grades they receive on the final drafts of each assignment. 57 Iranian intermediate students attending the ‘Advanced Writing’ course at University of Teheran, with an age range of 21 to 27 took part in this study. The gain score analysis and the SPANOVA used showed the superiority of DSS over more traditional methods in improving learners’ overall writing proficiency as well as fluency and accuracy of their written texts. Moreover, no adverse effect was observed for the treatment group regarding the grammatical complexity of their texts. This indicates that in order to make teacher feedback work, there are a number of intervening variables one needs to consider, the most important of which being learners’ motivation to attend to teacher feedback.
۱۹.

Exploring the Effect of Paper-and-pencil vs. Blog JW on L2 Writing in terms of Accuracy, Fluency, Lexical Complexity, and Syntactic Complexity(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۵, Spring & summer ۲۰۲۰ 289-321

کلیدواژه‌ها: Journal Writing Blog - writing fluency Accuracy lexical complexity Syntactic complexity

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تعداد بازدید : ۴۳۲ تعداد دانلود : ۳۳۹
In the field of second/foreign language learning, Journal Writing (JW) has been used as a tool for self-expression, acknowledged for its multiple benefits with regard to various aspects of language learning. With the advancements of technology, however, few studies have addressed the potentials of internet-based platforms such as blogs in the practice of JW. The present study, therefore, has attempted to juxtapose the traditional paper-and-pencil mode of JW with Blog JW to explore the potential impacts on L2 learners’ writing skill. To this end, four elements of accuracy, fluency, lexical, as well as syntactic complexity were examined in the participants’ writing samples through relevant measures. To analyze the data, (M)ANCOVAs and (M)ANOVAs were conducted, the results of which are summarized and presented. The general conclusion of the study was that, JW, in particular, in the form of blogging has the potential of enhancing the quality of language learners’ writing.
۲۰.

The Impact of Multiple Intelligence-Oriented Writing Tasks on the Accuracy, Fluency, and Organization of ELT Students’ Writing(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۲, No.۲۵, Fall & Winter ۲۰۱۹ 1-31

کلیدواژه‌ها: Accuracy fluency MI-oriented writing tasks Organization writing task-supported instruction

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Correlational studies supporting the link between learners’ multiple intelligences and their learning are superseded by interventionist attempts to explore direct applications of Multiple Intelligence (MI) Theory in language teaching and learning. This quasi-experimental study examined the extent to which engaging ELT major university students in writing tasks, compatible to their dominant intelligences, might enhance the accuracy, organization, and fluency of their writing. The participants were 64 male and female English major sophomores. They were in three intact classes, randomly assigned to a control no task (NT) group, a task-supported (TS) group, and an MI-oriented task (MIT) group after their initial homogeneity was assessed. The fifteen-session treatment comprised pre-writing brainstorming activities in the NT group and a set of pre-writing tasks performed by the TS group. In the MIT group, however, individuals with the same dominant intelligences were grouped together to perform tasks that were compatible with their dominant intelligences. The one-way ANOVA analysis of the research data obtained from the post-test writing scores revealed that the MIT group surpassed the other groups in accuracy, fluency and organization. The findings underscore the necessity of taking learners’ intelligences into consideration as a criterion for task selection and offer important pedagogical implications for teaching writing.