Farhang Daneshfard; Mahboobeh Saadat
Abstract
The integration of reading and writing has recently been of interest to researchers. This study investigated the effectiveness of instructing integrated writing (IW) strategies to EFL learners. In addition, the changes in writing self-efficacy, anxiety, and motivation were examined. To gain a deep understanding ...
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The integration of reading and writing has recently been of interest to researchers. This study investigated the effectiveness of instructing integrated writing (IW) strategies to EFL learners. In addition, the changes in writing self-efficacy, anxiety, and motivation were examined. To gain a deep understanding of the issues, a convergent mixed-methods design was employed. A convenient sample of 30 students of English Literature studying in an EFL context participated in an IW course and their performances before and after instruction were compared using a rubric. Interviews and think-aloud protocols were also conducted to find themes regarding the effectiveness of the course. Moreover, the changes in the learners’ self-efficacy, anxiety, and motivation were measured through questionnaires administered at the beginning and the end of the course, and the interviews and think-aloud protocol themes regarding the changes were examined. The results of the analysis of the quantitative data by paired-samples t-tests and Wilcoxon Signed Rank tests indicated an improvement in the learners’ IW ability and strategy use, especially in source use. The qualitative data also revealed that the learners found the instruction and strategies effective. However, while the learners’ self-efficacy improved and their anxiety diminished largely due to learning, their motivation remained statistically stable. The results were interpreted from an activity theory perspective. The implications of the study for the theory, pedagogy, and research methodology of IW were also presented.
Omid Mallahi; Mahboobeh Saadat
Abstract
Due to the importance of humanistic and learner-centered views of language teaching, many instructors and curriculum planners are sensitive of the learners’ needs in creating tailor-made instructional programs and designing effective syllabus for their courses. Accordingly, the present study used ...
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Due to the importance of humanistic and learner-centered views of language teaching, many instructors and curriculum planners are sensitive of the learners’ needs in creating tailor-made instructional programs and designing effective syllabus for their courses. Accordingly, the present study used a needs analysis procedure to inspect a group of Iranian undergraduate EFL learners’ problems and needs in writing. In fact, the primary stakeholders’ (i.e., 58 learners and 3 writing instructors) views regarding the students’ difficulties in writing and their expectations and suggestions regarding the roles and effects of the writing course, instructors and the materials on resolving their problems and, thus, improving their writing ability were explored by using two sets of open-ended surveys. Subsequently, in light of the findings of the study a socioculturally-informed syllabus, which can guide the selection of materials, teaching methods and assessment techniques in a writing course, was proposed and elaborated upon. Insights provided by the present study can be useful for writing teachers, researchers, and possibly syllabus designers and curriculum planners, to design an appropriate and accountable writing course for their learners to identify and resolve their problems and, thus, enhance their writing quality.
