Enhancing Writing Proficiency in EFL Learners through Task Repetitions in TBLT: A Comparative Study
Fatemeh Raeesi
1
(
Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
)
Nafiseh Hosseinpour
2
(
Department of Foreign Languages, Isfahan (Khorasgan) Branch, Islamic Azad university, Isfahan, Iran
)
Fariba Rahimi Esfahani
3
(
Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
)
الکلمات المفتاحية: Task repetitions, Exact task repetition, Content task repetition, Procedural task repetition, Complexity, accuracy and fluency (CAF) measures,
ملخص المقالة :
Task-based language teaching (TBLT) is an instrumental approach in equipping students with the necessary skills and preparing them for success in academic, professional, and real-life communication contexts. However, the lack of research in this area in teaching writing is a notable gap in the field of language education. This gap in research hinders the understanding of how TBLT can be optimally applied to the development of writing proficiency in language learners. To this end, the current study aimed at finding the effects of three types of task repetitions (exact, procedural and content) on the writing quality of a group of EFL learners. A convenience sample of 120 intermediate EFL learners agreed to participate in this study. The participants were then randomly assigned to 4 groups: 1 control group and 3 experimental groups. The initial writing task, functioning as the pre-test, was conducted across all groups. In this task, learners were requested to rephrase the reading passage from unit 6A of the American File book, which was considered a descriptive writing assignment. Following this, the participants underwent the necessary treatment over three sessions in three experimental groups. The variations among the experimental groups were related to the types of task repetition. After the treatment sessions were completed, the same pre-test was given to the participants as the post-test to measure any difference in the quality of the participants’ writing. Data analysis was done through a series of t-tests and one-way ANCOVA.
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