جستجوی مقالات مرتبط با کلیدواژه "writing fluency" در نشریات گروه "ادبیات و زبان ها"

Dynamic assessment (DA) is founded in Sociocultural Theory (SCT) of Vygotsky (1978) and his conception of Zone of Proximal Development (ZPD). It motivated the scholars to find a way from a static approach of assessment to the dynamic approach to increase individuals’ independence and level of performance (Lantolf & Poehner, 2004; Poehner, 2008). To this end, this investigation probed DA intervention on writing fluency and complexity of Iranian EFL learners. Before the treatment, the KET test was implemented for homogenizing the participants and then 36 learners were chosen in groups of namely, experimental and control (18 participants in every group). In both groups, learners wrote a one-paragraph essay in the first session. During the intervention which lasted for two sessions, the researcher followed some stages including implicit and explicit feedback types in the second and third sessions to help learners move from teacher-regulation to self-regulation and then they wrote again a one-paragraph essay as the post-test in the fourth session. Participants in the control group wrote on the same topics as the experimental group, however, with no DA intervention. The researcher corrected their papers and provided some general comments in the control group. The t-tests in the post-tests indicated that experimental group surpassed the control group considerably concerning the writing fluency and complexity improvement. The paper concludes with a discussion and recommendations for further research into the potential DA contributions to EFL writing assessment and instruction.

The importance of communicative skills, especially writing, in today's world is undeniable. Therefore, teachers try to use effective strategies to foster language learners' writing skill. Among the strategies, creative writing has attracted the attention of applied linguists. This study attempted to investigate the effect of creative writing on Iranian pre-intermediate EFL learners’ writing fluency and writing confidence. Furthermore, it investigated the role of language learners’ personality as a moderator variable, i.e., extroversion/introversion. Participants of this study were 60 EFL learners selected from Daneshgah High School in Zahedan. They were randomly divided into two groups, namely, control and experimental. Writing fluency, writing confidence tests, and personality type indicator scales were used for collecting data. The data were analyzed using t-test and ANOVA. The results of the data analysis revealed that creative writing had a significant effect on learners' writing fluency and writing confidence enhancement. However, the interaction between the treatment and personality was not significant. It is concluded that creative writing can be used as a teaching strategy to foster EFL learners’ writing skills.

This study aimed to explore the impact of consciousness-raising via vocabulary input flooding on Iranian intermediate learners’ writing fluency. To this purpose, 80 EFL learners were selected as intermediate participants through a language proficiency test (OPT), and randomly divided into an experimental group and a control group, each including 40 intermediate male and female learners. The treatment for the experimental group lasted 13 two-hour sessions in which the participants were exposed to consciousness-raising tasks via vocabulary input flooding. the control group received no treatment and just followed the conventional teaching procedures. At the end of the treatment, a writing test was administered for both groups, and the collected data was analyzed using paired-samples t-test The results of data analysis showed that the experimental group significantly outperformed the control group in writing fluency. This finding might have theoretical and pedagogical implications for language teachers/learners, curriculum designers, ELT and policy-makers, and stakeholders.

The literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional meaning of a text but also its ideological assumptions. Accordingly, this study was an attempt to investigate the impact of critical discourse analysis-based (CDA) instruction on EFL learners’ writing complexity, accuracy, and fluency (CAF). To fulfill the purpose of this study, 60 female intermediate EFL learners were selected from among a total number of 100 through their performance on a piloted sample PET. Based on the results, the students were randomly assigned to a control and an experimental group with 30 participants in each. Both groups underwent the same amount of teaching time during 17 sessions which included a treatment of CDA instruction for the experimental group. A writing posttest was administered at the end of the instruction to both groups and their mean scores on the test were compared through a MANOVA. The results led to the rejection of the three null hypotheses, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their writing CAF. To this end, it is recommended that CDA instruction be incorporated more frequently in writing classes following of course adequate syllabus design and materials development.