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
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.
Type of Study:
Original |
Subject:
Educational Psychology Received: 2022/12/7 | Accepted: 2023/06/12 | Published: 2024/09/1