Volume 6, Issue 3 (September 2024)
IEEPJ 2024, 6(3): 73-90 |
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Kashi H, Afraz S, Samimi F. (2024). The Impact of An Already-Proposed Problem-Based Model of Writing on Iranian EFL Learners’ Writing Skill. IEEPJ. 6(3), 73-90.
URL: http://ieepj.hormozgan.ac.ir/article-1-617-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-617-en.html
1- PhD Candidate, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2- Assistant Professor, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran ,sh.afraz@iauqeshm.ac.ir
3- Assistant Professor, Department of English Language, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
2- Assistant Professor, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran ,
3- Assistant Professor, Department of English Language, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran
Abstract: (15 Views)
Objective: The present study aimed at investigating an already-proposed problem-based model of writing on Iranian EFL learners’ writing skill.
Methods: In so doing, an experimental pre-test post-test control group study was designed. The participants of the study consisted of 60 female advanced EFL learners who were randomly selected from eighty-eight learners who were passing an IELTS preparation course at a private language institute. The study sample was randomly assigned into two groups (each consisting of 30 learners) namely, the experimental and the control groups. Two samples of IELTS Writing Task 2 were used for the purpose of measuring the participants’ writing skill at the beginning (pre-test) and end (post-test) of the study. To analyze the data, normality test, descriptive and inferential statistics (i.e., analysis of covariance (ANCOVA) test) was used.
Results: The results of data analysis showed that the proposed problem-based model of writing affects Iranian EFL learners’ writing skill.
Conclusions: The findings have pedagogical implications for EFL teachers and learners, and curriculum planners.
Methods: In so doing, an experimental pre-test post-test control group study was designed. The participants of the study consisted of 60 female advanced EFL learners who were randomly selected from eighty-eight learners who were passing an IELTS preparation course at a private language institute. The study sample was randomly assigned into two groups (each consisting of 30 learners) namely, the experimental and the control groups. Two samples of IELTS Writing Task 2 were used for the purpose of measuring the participants’ writing skill at the beginning (pre-test) and end (post-test) of the study. To analyze the data, normality test, descriptive and inferential statistics (i.e., analysis of covariance (ANCOVA) test) was used.
Results: The results of data analysis showed that the proposed problem-based model of writing affects Iranian EFL learners’ writing skill.
Conclusions: The findings have pedagogical implications for EFL teachers and learners, and curriculum planners.
Keywords: Collaborative learning, Higher-order thinking, Problem-based learning, Self-directed learning, Writing skill
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/12/7 | Accepted: 2023/06/12 | Published: 2024/09/1
Received: 2022/12/7 | Accepted: 2023/06/12 | Published: 2024/09/1
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