Showing 7 results for Writing
Dr. Omid Mallahi,
Volume 1, Issue 3 (9-2019)
Abstract
The present study was designed to see how individuals with different self-efficacy beliefs respond to and learn from the learning potentials of different types of feedback provided on linguistic aspects of their writing. More specifically, a multiple-case study approach was adopted and the performances of three EFL students with different levels of self-efficacy beliefs in writing were compared. The qualitative analysis and comparison of narratives constructed for each individual revealed that different individuals can benefit from the learning potentials of corrective feedback in different and their own unique ways. Accordingly, it can be concluded that we cannot suggest and provide a one-size-fits-all solution to the learning problems and writing instructors must, to the extent possible, consider the individual learners’ cognitive and affective characteristics and their needs while providing them with corrective feedback in writing.
Leila Behzadi Soufiani, Dr. Saeideh Ahangari, Dr. Mahnaz Saeidi,
Volume 5, Issue 1 (1-2023)
Abstract
Self-regulation strategies regarding writing can be referred to as learners’ initiative and self-directed behavior to achieve several goals to foster their writing skills. Based on the three main aspects of scaffolding; contingency, fading, and the transfer of responsibility, this study aimed at delving into the effect of the model of contingent teaching on improving Iranian language learners’ writing self-regulation strategies and its components. The participants of the study aged between 20-30 included 60 intermediate language learners from a language institute in Tabriz, Iran. The participants were selected based on convenience sampling in the form of four intact classes. Then, they were randomly assigned to two groups: the control and the experimental group. The experimental group was exposed to treatment for 18 sessions. The Questionnaire of English Writing Self-Regulated Learning Strategies (QEWSRLS) was applied to both groups before and after the treatment. The questionnaire was designed as a multifaceted model, consisting of cognition, metacognition, social behavior, and motivational factors. The results of MANCOVA analysis revealed that teaching writing by the model of contingent teaching was influential in improving EFL learners writing self-regulation strategies (F=7.36, p<0.05, Wilks’ Lambda=0.38, Eta Square=0.61). Also, the main effect was exerted on text processing (F=26.4, P<0.05, Eta Square=0.35). The study offers some practical implications for teacher trainers, teachers, and EFL learners which are discussed.
Hajar Shahhoseini, Dr. Reza Rezvani, Dr. Saeed Yazdani, Dr. Mohammad Behrouzi, Dr. Akbar Molaei,
Volume 5, Issue 2 (5-2023)
Abstract
Linking words, an essential tool in creating a coherent relationship between units and paragraphs in written texts, was one of several aspects of the English language that was challenging for many foreign language learners in the writing process. The current study investigated the impacts of flipped blended instruction on Iranian EFL learners’ use of English-linking words in writing. To this end, 40 EFL learners from one institute were selected for this study. To collect the data, an Oxford Placement Test (OPT) was used to ensure the homogeneity of the participants. They were randomly divided into the flipped blended (n=20) and conventional ( n=20) groups. Then, a pre-test was given to both groups of learners to examine their ability in using linking words. Moreover, the flipped blended group received instruction in an online context, while the conventional group received instruction in a traditional learning context. After the treatment, a post-test was given to both the flipped blended and conventional groups. The results of the independent sample t-test demonstrated that there was a statistically significant difference between flipped blended and Conventional groups in terms of choosing linking words. It was observed that the flipped blended method had a significant effect on improving EFL learners' linking words knowledge. The study discusses the implications of the finding for EFL learners and teachers.
Dr. Ali Eghbali, Dr. Hossein Vahedi, Dr. Rasoul Rezaei,
Volume 5, Issue 3 (9-2023)
Abstract
Specific learning disabilities (SLDs) represent a group of neurodevelopmental disorders characterized by difficulties in acquiring academic skills in one or more areas. These difficulties persist despite typical intelligence and sufficient access to educational resources. In 2021, a research study was conducted in Tabriz, Iran, with the objective of comparing visual-spatial performance, attention problems, and cognitive processing speed among male students with and without specific learning disabilities in writing. This research adopted a casual-comparative method, selecting two groups of 60 third-grade male students through purposive sampling. One group comprised students with diagnosed learning disabilities in writing, who were under the care of the Learning Disabilities Center. The other group consisted of typically developing students attending regular schools. Data collection involved the utilization of the Conners Neuropsychological Scale (2004), and data analysis employed a multivariate analysis of variance (MANOVA). The study's results revealed significant differences in attention-related problems, cognitive processing speed, and visual-spatial performance between students with learning disabilities in writing and their typically developing peers. These findings offer valuable insights for educators working with students facing learning disabilities and for psychologists involved in their care.
Mrs Omolbanin Sheibani, Dr. Alireza Haji Yakhchali, Dr. Gholam Hossein Maktabi, Dr. Naser Behroozi,
Volume 6, Issue 2 (6-2024)
Abstract
Objective: The present study aimed to test and compare the causal relationship between creativity-oriented intrinsic motivation and creative achievements with the mediation of self-actualization in male and female secondary school students of Yazd city.
Methods: The statistical encompassed all male and female second-grade students in Yazd city during the academic year 2023. Through the multi-stage random sampling technique, 340 individuals were chosen as the sample for hypothesis testing. Research variables were assessed using various questionnaires such as Creative achievement questionnaires (Carson et al., 2005), Dynamic mental attitude questionnaire (Karwowski et al., 2014), Creative effectiveness questionnaire (Karwowski et al., 2012), Creative intrinsic motivation scale (Taylor & Kaufman, 2021) and Ahvaz self-actualization questionnaire (IsmailKhani et al., 2010). Data analysis was conducted using the Structural Equation Modeling approach and AMOS software.
Results: The outcomes indicated that the proposed model fits well. The findings revealed that the indirect relationship between dynamic mental attitude, creative effectiveness, creative personal identity and creative inner motivation with creative writing, invention and scientific discovery through self-actualization is significant, with path coefficients ranging from β=0.14 to β=0.31, all statistically significant (p < 0.001). Moreover, the standard coefficients of the path between self-actualization and invention in this model for male students is β=0.15, while for girls it is β=0.08. Therefore, the difference of this path in the two groups is confirmed in favor of male students.
Conclusions: Overall, it can be concluded that motivation oriented towards creativity can enhance students' creative accomplishments through the mechanism of self-realization.
Ms Hanieh Kashi, Dr. Shahram Afraz, Dr. Fazlolah Samimi,
Volume 6, Issue 3 (9-2024)
Abstract
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.
Miss Masumeh Rahimivand, Dr Saeideh Ahangari, Dr Nasrin Hadidi Tamjid,
Volume 7, Issue 1 (3-2025)
Abstract
Objective: Classroom-based assessment techniques like scenario-based assessment and dialogue journal writing aim to evaluate learners' linguistic abilities through hypothetical authentic language use within the assessment's context, fostering confidential and learner-centered interactions. The following study examined the effect of scenario-based assessment and dialogue journal writing on enhancing Iranian EFL learners' writing self-regulation mechanisms.
Methods: For this purpose, the researchers selected 60 EFL learners based on convenience sampling and divided them into two experimental groups and one control group randomly. The first experimental group received treatment through a scenario-based assessment model. The second experimental group underwent the treatment requirements of a dialogue journal writing model. The control group was instructed through the traditional teacher-centered method. All groups received pre-tests and post-tests of writing self-regulation skills. The collected data were analyzed through MANCOVA analysis.
Results: The findings showed that the scenario-based assessment group’s participants outperformed dialogue journal writing and control groups in writing self-regulation skills. It also revealed that the scenario-based assessment model more significantly improved motivational self-talk, knowledge rehearsal, and text processing.
Conclusions: The results of this study indicate that the scenario-based assessment can garner greater support and serve as an effective instructional and evaluation framework for instructors, educators, and stakeholders.
