The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability
محورهای موضوعی : language teaching
Roxana Aminzadeh
1
(Department of English, North Tehran Branch, Islamic Azad University, Tehran, Iran)
زینب سادات بویه
2
(Department of English, North Tehran Branch, Islamic Azad University, Tehran, Iran)
کلید واژه: Writing Ability, reading-to-write tasks, writing-only tasks,
چکیده مقاله :
The ability to write effectively is becoming progressively important and instruction in writing is assuming an increasing role in second and foreign language education. Students’ writing abilities have been tested through various writing tasks. Independent tasks of writing or writing-only tasks have been utilized to test students’ writing ability; however, they have been criticized for their lack of authenticity and validity and integrated tasks of writing have been proposed as an alternative. In this regard, this study attempted to examine the impacts of reading-to-write and writing-only tasks on the writing ability of Iranian EFL learners. The main participants of the study were 68 intermediate-level EFL learners divided into two homogeneous groups: experimental and control. After the writing pretest, the experimental group was given reading-to-write tasks for 15 sessions, while the control group was provided with writing-only tasks. Eventually, a writing posttest was administered. The statistical analyses of the collected data revealed a statistically significant difference between the writing ability of the participants of the two groups. To be precise, reading-to-write tasks were found to be more effective than writing-only tasks. The data collected via the reading-to-write questionnaire was likewise analyzed with the results showing a unanimous preference for reading-to-write tasks.
امروزه توانایی نوشتن به تدریج اهمیت بیشتری پیدا کرده و نقش یادگیری این مهارت در آموزش زبانهای دوم و خارجی پررنگ تر شده است. مهارت نوشتن زبان آموزان از طریق تمرینهای نوشتاری مختلف سنجیده میشود. برای مثال، تمرینهای منحصراً نوشتاری توسط مدارس و دانشگاهها برای سنجیدن مهارت نوشتن زبان آموزان استفاده میشوند؛ با این وجود، این تمرینها به دلیل عدم داشتن اعتبار و صحت همواره مورد نقد قرار گرفته و تمرینهای نوشتاری تلفیقی به عنوان جایگزینی برای آنها معرفی شده اند. به این منظور، تحقیق حاضر سعی بر این داشت که به بررسی مقایسه ای تأثیر تمرینهای نوشتاری مبتنی بر مطالعه ی متون و تمرینهای منحصراٌ نوشتاری بر مهارت نوشتن زبان آموزان ایرانی بپردازد. 68 شرکت کننده ی اصلی در این تحقیق در دو گروه همگون قرار گرفتند. سپس، از هر دو گروه یک آزمون نوشتاری به عمل آمد. در مرحله ی بعد، دو گروه به مدت 15 جلسه ی آموزشی به انجام تمرینهای نوشتاری مبتنی بر مطالعه ی متون و تمرینهای منحصراٌ نوشتاری مبادرت ورزیدند. در نهایت، آزمون نوشتاری دیگری از هر دو گروه به عمل آمد. نتایج بدست آمده از محاسبات آماری، دلیل بر بهتر بودن عملکرد گروهی داشت که تمرینهای نوشتاری مبتنی بر مطالعه ی متون را انجام داده بودند. به علاوه، نتایج پرسشنامه ای که به گروهی که تمرینهای نوشتاری مبتنی بر مطالعه ی متون را انجام داده بودند داده شده بود هم دال بر این بود که زبان آموزان تمایل بیشتری نسبت به انجام اینگونه تمرینها دارند.
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