Document Type : Research Paper
Authors
1 Imam Khomeini International University
2 English Department, Faculty of Humanities, Imam Khomeini International University, Qazvin
Abstract
Persuasive/argumentative essays show how much a writer can implement his/her power to convince the reader in favor of his desired intention. However, many writers might encounter different types of challenges during the task of writing and wonder how to overcome them. The purpose of this study was to investigate the effect of concept mapping and brainstorming on the lexical and grammatical accuracy and writing anxiety of Iranian EFL learners’ argumentative essays. In doing so, ninety male and female students ranging from 17 to 35 in Iran National Language Institution (INLI) in Tehran were selected through cluster sampling based on convenience. An essay writing test and the second language writing anxiety inventory (SLWAI) were used both as pre- and post-test. The students were randomly assigned to three equal groups to experience different treatments in a 15-session semester. For data analysis, three separate one-way ANCOVA procedures were used. The results showed that both experimental groups did better than the control group. In lexical accuracy, the two experimental groups had almost the same mean scores, but in grammatical accuracy and writing anxiety, the concept mapping group obtained the highest mean followed by the brainstorming group. The findings of the study can have useful implications for teachers, students, material designers, and language assessors.
Keywords
Agustin Llach, M. P. (2011). Lexical errors and accuracy in foreign language writing. Bristol: MPG Books Group.
Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9, 229-241.
Bannister, L. (1992). Writing apprehension and anti-writing: A naturalistic study of composing strategies used by college freshmen. San Francisco: Mellen Research University Press.
Bouchard, T. J., & Hare, M. (1970). Size, performance, and potential in brainstorming groups. Journal of Applied Psychology, 54(1), 51-55.
Bouchard, T. J. (1969). Personality, problem-solving procedure, and performance in small groups. Journal of Applied Psychology, 53(1), 1-29.
Camacho, L. M., & Paulus, P. B. (1995). The role of social anxiousness in group brainstorming. Journal of Personality and Social Psychology, 68(6), 1071-1080.
Campbell, J. (1968). Individual versus group problem-solving in an industrial sample. Journal of Applied Psychology, 52(1), 205-210.
Chang, K. E., Sung, Y. T., & Lee, C. L. (2003). Web-based collaborative inquiry learning. Journal of Computer Assisted Learning, 19, 56-69.
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(1), 313-335.
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446.
Daly, J. A. (1978). Writing apprehension and writing competency. The Journal of Educational Research, 72(1), 10-14.
Daly, J. A., & Miller, M. D. (1975b). Further studies in writing apprehension: SAT scores, success expectations, willingness to take advanced courses and sex differences. Research in the Teaching of English, 9, 250-256.
Daly, J. A., Vangelisti, A., & Witte, S. P. (1988). Writing apprehension in the classroom context. In B. A. Rafoth & D. L. Rubin (Eds.), The social construction of written communication (pp. 147–171). Norwood, NJ: Ablex Publishing.
Davies, M. (2010). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? High Education, 62(3), 279-301.
Dean, D. (2010). What works in writing instruction: Research and practices. USA: National Council of Teachers of English.
Diehl, M., & Stroebe, W. (1991). Productivity loss in idea-generating groups: Tracking down the blocking effect. Journal of Personality and Social Psychology, 61(1), 392-403.
Furnham, A. (2000). The brainstorming myth. Business Strategy Review, 11(4), 21-28.
Gardner, M. E. (2015). Concept mapping: Effects on content knowledge and engagement with content in elementary students’ persuasive writing (Doctoral dissertation). Retrieved from https://uknowledge.uky.edu/edc_etds/14
Haririan, J., Maghsoudi, M., & Madani, D. (2014). The effect of brainstorming strategies on Iranian EFL learners’ writing skill. Journal of Social Issues and Humanities, 2(4), 91-97.
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84-109.
Hashempour, Z., Rostampour, M., & Behjat, F. (2015). The effect of brainstorming as a pre-writing strategy on EFL advanced learners’ writing ability. Journal of Applied Linguistics and Language Research, 2(1), 86-99.
Hilleson, M. (1996). I want to talk with them, but I don't want them to hear. In K. M. Bailey, & D. Nunan (EDs.), Voices from language classroom (pp. 248-277). Cambridge: Cambridge University Press.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics Linguistics, 21, 112-126.
Jafari, N., & Zarei, G. R. (2015). The influence of concept mapping on Iranian intermediate EFL learners' argumentative essay writing skill. Journal of Applied Linguistics and Language Research, 2(4), 98-112.
Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65(4), 681-706.
Khalaf Ibnian, S. S. (2011). Brainstorming and essay writing in EFL class. Theory and Practice in Language Studies, 1(3), 263-272.
Khalili, M., Tahriri, A., & Ghorbanpour, E. (2015). The effects of brainstorming strategy on writing skill of Iranian EFL learners. Modern Journal of Language Teaching Methods, 5(1), 111-124.
Kinchin, I. M., De-Leij, F. A. A. M., & Hay, D. B. (2005). The evolution of collaborative concept mapping activity for undergraduate microbiology students. Journal of Further and Higher Education, 29(1), 1-14.
Kozminsky, E., Kozminsky, L., Natahan, N., & Horowitz, R. (2012). Concept Mapping and Writing. In A. J. Cañas, J. D. Novak, & J. Sánchez (Eds.). Concept Maps: Theory, Methodology, Technology. Proc. of the Fifth Int. Conference on Concept Mapping Valletta, Malta.
Llewellyn, D. (2007). Making the most of concept maps. Science Scope, 30(5), 74-77.
Machida, N., & Dalsky, D. J. (2014). The effect of concept mapping on L2 writing performance: Examining possible effects of trait-level writing anxiety. English Language Teaching, 7(9), 28-35.
Maghsoudi, M., & Haririan, J. (2013). The impact of brainstorming strategies Iranian EFL learners' writing skill regarding their social class status. International Journal of Language and Linguistics, 1, 60-67.
Mahdian Mehr, M., Aziz Malayeri, F., & Bayat, A. (2016). The effects of brainstorming as a prewriting activity on Iranian EFL learners prompted expository writing. International Journal of Education Investigation, 3(3), 85-93.
Manouchehri, A., Farangi, M. R., Fatemi, M. & Qaviketf, F., (2014). The effect of two brainstorming strategies on the improvement of Iranian intermediate EFL learners' writing skill. International Journal of Language Learning and Applied Linguistics World, 6(4), 176-187.
Meghyasi, M., & Hashamdar, M. (2015). The effect of concept mapping strategies on Iranian EFL learners’ descriptive and persuasive writing. International Journal of Educational Investigations, 2(7), 57-68.
Nijstad, B. A., Stroebe, W., & Lodewijkx, H. F. M. (2002). Cognitive stimulation and interference in groups: exposure effects in an idea generation task. Journal of Experimental Social Psychology, 38(1), 535-544.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448.
Nobahar, B., Nemat Tabrizi, A. R., & Shaghaghi, M. (2013). The effect of concept mapping on Iranian intermediate EFL learners’ self-efficacy and expository writing accuracy. Theory and Practice in Language Studies, 3(11), 2117-2127.
Novak, J. D., & Canas, A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization Journal, 5(3), 175-184.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
Ojima, M. (2006). Concept mapping as pre-task planning: A case study of three Japanese ESL writers. System, 34(4), 566-585.
Osborn, A. (1953). Applied imagination: Principles and procedures of creative problem solving. New York: Charles Scribner's Sons.
Osborn, A. (1991). Unlocking your creative power. Massachusetts: Creative Education Foundation.
Oshima, A., & Hogue, A. (2014). Longman academic series 4: Paragraphs to Essays. New York: Pearson Education, Inc.
Papajohn, D. (2002). Concept mapping for rater training. TESOL Quarterly, 36(2), 219-233.
Paulus, T. M. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8(3), 265-289.
Puteri Zarina, M. K., & Husna Fatima, M. G. (2015). The effects of concept mapping on matriculation students’ essay writing performance. Proceedings of the International Conference on Education and Social Sciences, Turkey, 2, 1326-1333.
Putman, V. L., & Paulus, P. B. (2009). Brainstorming, brainstorming rules and decision making. Journal of Creative Behavior, 43(1), 23-39.
Rao, Z. (2007). Training in brainstorming and developing writing skill. ELT Journal, 61(2). 100-106.
Rex, L. A., Thomas, E. E. & Engel, S. (2010). Applying Toulmin: Teaching logical reasoning and argumentative writing. English Journal 99(6), 56-62.
Rietzschel, E. F., Nijstad, B. A., & Stroebe, W. (2006). Productivity is not enough: A comparison of interactive and nominal brainstorming groups on idea generation and selection. Journal of Experimental Social Psychology, 42(1), 244-251.
Richards, J., & Sandy, C. (2015). Passages 2. New York: Cambridge University Press.
Richards, T. (1999). Brainstorming. In M. A. Runko, & S. R. Pritzker (Eds.), Encyclopedia of Creativity Volume 1 (pp. 219-228). London: Academic Press.
Ross, D., & Rossen-knill, D. (2015). Features of written argument. Argumentation, 84, 181-205.
Sabbaghan, S., & Ansarian, F. (2013). Do they know that they know? EFL learners’ attitude towards concept mapping in listening comprehension. International Journal of Research Studies in Educational Technology, 2(1), 57-70.
Schweiker-Marra, K. E., & Marra, W. T. (2000). Investigating the effects of prewriting activities on writing performance and anxiety of at-risk students. Reading Psychology, 21(2), 99-114.
Shakoori, M., Kadivar, P., & Sarami, R. (2017). The effect of concept mapping strategy as a graphical tool in writing achievement among EFL learners. International Journal of Information and Education Technology, 7(5), 357-360.
Smith, J. V. Jr. (2000). Fiction writer's brainstormer. Ohio: Writer Digest Books.
Sutton, R. I., & Hargadon, A. (1996). Brainstorming groups in context: Effective in a product design firm. Administrative Science Quarterly, 41(4), 685-718.
Talebinezhad, M. R., & Mousapour Negar, G. (2009). The effect of explicit teaching of concept mapping in expository writing on EFL students’ self-regulation. Pazhuhesh-e Zabanha-ye Khareji, 49, 85-108.
Thompson, M. O. (1980). Classroom techniques for reducing writing anxiety: A study of several cases. Paper presented at the annual conference on college composition and communication, Washington, D.C. (ERIC Document Reproduction Service No. ED 188 661).
Toulmin, S., Rieke, R., & Janik, A., (1984). An introduction to reasoning. New York: Collier Macmillan Publishers.
Wesley, W. G., & Wesley, B. A. (1990). Concept mapping: A brief introduction. The teaching professor, 4(8), 51-52.
Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy, and complexity. Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Centre.
Zhang, L. J. (2001). Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore. RELC journal, 32 (1), 73-91.
)