Effects of Pre-Task Strategic Planning on Iranian Intermediate EFL Learners’ Writing Motivation and Accuracy
محورهای موضوعی : language teaching
مسعود ذوقی
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
لیدا فخیمی شکری
2
(Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran)
کلید واژه: pre-task strategic planning, form- focused and content-focused activities, writing motivation and accuracy,
چکیده مقاله :
Considering the benefits of preparation for writing in the pre-writing phase, this study attempted to examine the effects of different pre-task strategic planning activities (i.e., pre-task form-focus planning, content-focus planning, and no planning) on writing accuracy and motivation. To achieve the objectives of this study, sixty intermediate EFL learners were selected from an English language institute. They were randomly assigned into three groups, each of which included twenty participants. In order to measure the effect of strategic planning types, they were given a pretest and posttest in the form of narrative writing test and also the writing motivation questionnaire. One of the experimental groups received language focus activities, and the other one received content focus activities while the control group received no planning. After the twelve week intervention, all the groups were post tested. Results of the study based on ANCOVA showed that the form focus pre-task planning was the most effective in terms of its impact on the writing accuracy. However, it was found that there was no significant difference in the writing motivation of EFL learners who received different pre-task strategic planning activities. EFL teachers, curriculum developers and syllabus designers, and EFL learners can use the findings of this study in order to produce more accurate writings.
با در نظر داشتن مزایای ایجاد آمادگی پیش از انجام تکالیف نوشتاری در مرحله پیش نوشتاری آموزش مهارت نوشتاری زبان انگلیسی، تحقیق حاضر سعی بر آن داشت تا تأثیر فعالیتهای مختلف برنامه ریزی استراتژیکی پیش از تمرین، اعم از برنامه ریزی هایی با تأکید بر قواعد دستور ربانی و محتوایی را بر روی انگیزش و صحت دستوری مهارت نوشتاری زبان آموزان پیش متوسط ایرانی بررسی کند. برای نیل به این هدف شصت نفر از دانش آموز پیش متوسط از بین دانش آموزان آموزشگاه آوای دانش اهر بصورت تصادفی انتخاب شدند. به منظور سنجش اثربخشی انواع مختلف برنامه ریزی استراتژیکی، دانش آموزان منتخب قبل و بعد از اعمال فعالیتهای مختلف از طریق پرسشنامه و آزمون نوشتاری که به صورت انشا نویسی برگزار شد، مورد آزمون قرار گرفتند. دانش آموزان منتخب در سه گروه بیست نفری قرار داده شدند و طی دوازده هفته، فعالیتهای خاصی را قبل از انجام تکالیف نوشتاری دریافت نمودند. در حالی که گروه کنترل بدون برنامه ریزی به انجام تکالیف پرداخت. نمرات به دست آمده توسط نرم افزار ANCOVA مورد ارزیابی قرار گرفت. نتایج بدست آمده حاکی از آن است که دانش آموزانی که برنامه ریزی استراتژیکی پیش از تمرین از نوع فعالیت هایی با تأکید بر قواعد دستور زبانی داشته اند، از پیشرفت قابل ملاحظه ای در صحت دستور زبانی مهارت نوشتاری برخوردارند. یافته های این تحقیق برای مدرسان، زبان آموزان و همچنین برنامه ریزان و طراحان کتب درسی زبان انگلیسی در راستای بهبود مهارت نوشتاری این زبان خارجی مثمر ثمر می باشد.
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