| تعداد نشریات | 24 |
| تعداد شمارهها | 874 |
| تعداد مقالات | 7,803 |
| تعداد مشاهده مقاله | 14,218,001 |
| تعداد دریافت فایل اصل مقاله | 12,164,652 |
The Impact of Guided Writing Practice on the Speaking Proficiency and Attitude of EFL Elementary Learners | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 1، دوره 34، شماره 1، مرداد 2015، صفحه 1-25 اصل مقاله (196.1 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2015.3456 | ||
| نویسندگان | ||
| Somayeh Fathali1؛ Elaheh Sotoudehnama* 2 | ||
| 1Alzahra university | ||
| 2Alzahra University | ||
| چکیده | ||
| Writing and speaking are the productive skills of a language and share similar components. However, there has been little attempt to investigate the impact of writing practice on the speaking proficiency of the learners. The present study using a pretest-posttest controlled group design in a quasi-experimental approach investigated the effect of guided writing practice on the speaking proficiency of Iranian EFL students. Two elementary intact classes which were classified based on the institute’s placement test were selected for the study. The homogeneity of the learners was checked through Key English Test (2007) as the pretest of the study, and the classes were randomly assigned into the experimental group (n=26) and the comparison group (n=26). The experimental group was provided with 10 guided writing worksheets in the last 15 to 20 minutes of the class, whereas the comparison group went through the procedure of a typical institute class in which they worked on workbook exercises during the mentioned time. The quantitative analysis of the posttest using an independent samples t-test indicated that not only writing proficiency, but also the speaking proficiency of the experimental group had significantly improved. Moreover, an end of the term a semi-structured interview sought the experimental group learners’ attitudes toward the role of writing practice in improving their speaking skill. The content analysis of the interview transcripts revealed that the learners held positive attitudes toward the guided writing worksheets at the end of the term, though they did not have the same attitude at the beginning. | ||
| کلیدواژهها | ||
| guided writing؛ writing proficiency؛ speaking proficiency؛ EFL elementary learners؛ attitudes | ||
| مراجع | ||
|
Baker, C. (1988). Key issues in bilingualism and bilingual education. Clevedon, UK: Multilingual Matters.
Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Boston, MA: Allyn &Bacon.
Bracy, M. (1971). Controlled writing vs free composition. TESOL Quarterly, 5(3), 239-246.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). London, UK: Pearson.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. London, UK: Longman.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Chastain, K. (1976). Developing second language skills: Theory to practice. Chicago, IL: Houghton Mifflin.
Cleland, A. A., & Pickering, M. J. (2006). Do writing and speaking employ the same syntactic representations? Journal of Memory and Language, 54(2), 185-198.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
El-Koumy, A. S. A. (1998). Effect of dialogue journal writing on EFL students’speaking skill. Retrieved from ERIC database. (ED424772).
Gardner, R. C. (1985). Social psychology and second-language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
Gibson, S. A. (2008). An Effective Framework for Primary‐Grade Guided Writing Instruction. The Reading Teacher, 62(4), 324-334. Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best practices in writing instruction (2nd). New York, NY: Guilford.
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11(4), 329-350.
Hayes, D. P. (1988). Speaking and writing: Distinct patterns of word choice. Journal of Memory and Language, 27(5), 572-585.
Hinkel, E. (2013). Teaching academic ESL writing: Practical techniques in vocabulary and grammar (2nd ed.). New York, NY: Routledge.
Hughes, R. (2013). Teaching and researching: speaking (2nd ed.). New York, NY: Routledge.
Hyland, K. (2003). Second language writing.Cambridge: Cambridge University Press.
Hyland, K., & Hyland, F. (2006).Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7(1), 73-87.
Lan, Y., Hung, C., & Hsu, H. (2011). Effects of guided writing strategies on students’ writing attitudes based on media richness theory. The Turkish Online Journal of Educational Technology, 10(4), 148-164. Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York, NY: Routledge.
Lo, J., & Hyland, F. (2007). Enhancing students’ engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing, 16(4), 219-237.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.), (2008). Handbook of writing research. New York, NY: Guilford Press.
Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. Exploring the Dynamics of Second Language Writing, 12(2), 15-34.
Meyers, A. (2005). Gateways to academic writing: Effective sentences, paragraphs, and essays. London, UK: Longman.
Miles, M. B., &Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. New York, NY: Sage.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.
Newton, J. (1995). Task-based interaction and incidental vocabulary learning: A case study. Second Language Research, 11(2), 159-176.
Oczkus, L. D. (2007). Guided writing: Practical lessons, powerful results. Portsmouth: Heinemann.
Oller, J. W. (1979). Language tests at school. London, UK: Longman.
Oxford, R.L. (1990). Language learning strategies and beyond: A look at strategies in the context of styles. In S.S. Magnan (Ed.), Shifting the instructional focus to the learner (pp.35-55). Boston, MA: Heinle & Heinle.
Pincas, A. (1962). Structural linguistics and systematic composition teaching to students of English as a foreign language. Language Learning, 12(3), 185-194.
Pincas, A. (1982). Teaching English writing. London, UK: Macmillan.
Rivers, W. M. (1981). Teaching foreign language skills (2nd ed.). Chicago: University of Chicago Press.
Silva, T. (1990). Second language composition instruction: Development, issues, and directions in ESL. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp.11-23). New York, NY: Cambridge University Press.
Tahaineh, Y., & Daana, H. (2013). Jordanian undergraduates’ motivations and attitudes towards learning English in EFL context. International Review of Social Sciences and Humanities, 4(2), 159-180.
University of Cambridge ESOL Examinations. (2007). Key English test: Handbook for teachers. Cambridge, UK: UCLES. Retrieved from http://www.iltea.org/cambridge/KET/ket_handbook2007.pdf.
University of Cambridge ESOL Examinations. (2012). Cambridge English key for schools: Handbook for teachers. Cambridge, UK: UCLES. Retrieved from https://www.lttc.ntu.edu.tw/cambridge/ms/handbook/ ket/ket_for_schools_handbook.pdf Villamil, O. S., & De Guerrero, M. C. M. (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 23-41). Cambridge: Cambridge University Press.
Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.
Weissberg, R. (2006). Connecting speaking and writing in second language writing instruction. Ann Arbor, US: The University of Michigan Press.
Zhu, X.-h. (2007). What do we know about the relationship between speaking and writing in college-level ESL students? US-China Foreign Language, 5(3), 31-40. | ||
|
آمار تعداد مشاهده مقاله: 3,427 تعداد دریافت فایل اصل مقاله: 5,305 |
||