| تعداد نشریات | 24 |
| تعداد شمارهها | 862 |
| تعداد مقالات | 7,675 |
| تعداد مشاهده مقاله | 13,669,358 |
| تعداد دریافت فایل اصل مقاله | 11,743,843 |
The Effect of Dictogloss vs. Debating on L2 Writing Proficiency: A Mixed-Methods Study | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 40، شماره 4، بهمن 2021، صفحه 121-160 اصل مقاله (675.32 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.39939.2954 | ||
| نویسنده | ||
| Ghasem Modarresi* | ||
| Department of English, Quchan Branch, Islamic Azad University, Quchan, Iran | ||
| چکیده | ||
| The use of task-based collaborative output activities in enhancing EFL students’ writing proficiency has been underrated in the Iranian context. To foster students’ writing ability, the present study, employing a mixed-methods design, aimed to evaluate the effect of innovative tools, dictogloss and debating, on the writing development of English-major university students in terms of complexity, accuracy, and fluency (CAF). The study involved two experimental extracurricular classes and consisted of 11 sessions during the regular academic term. Having analyzed the writing tasks produced by the students’ performance on pre-test and post-test, the researcher found that the students of both groups significantly enhanced their writing performance, representing an increase in a number of indices of CAF measures following the intervention. More specifically, the results of a paired-samples t-test confirmed that the students in the dictogloss group showed significant improvement in six indices of CAF measure, and the students in the debate group displayed significant improvement in seven indices of CAF measures. Moreover, the results of ANCOVA confirmed that the debate group improved more than the dictogloss group in terms of CAF measures. The results of the interviews with the students regarding the role of task-based collaborative output activities in their written performance yielded several commonalities, which were coded into 11 codes for dictogloss and 16 codes for debating, taking inter-coder reliability and agreement into account. In the end, the study offers some practical implications for L2 learners and teachers. | ||
| کلیدواژهها | ||
| Output-based Instruction؛ Collaborative Activities؛ Complexity؛ Accuracy؛ Fluency | ||
| مراجع | ||
|
Albadi, A. A. M. (2016). Twitter mobile application: A source of communicative and authentic learning. Journal of Teaching English for Specific and Academic Purposes, 4, 49-60.
Alexopoulou, T., Michel, M., Murakami, A., & Meurersc, D. (2017). Task effects on linguistic complexity and accuracy: A large-scale learner corpus analysis employing natural language processing techniques. Language Learning, 67, 180-208.
Allen, H. W. (2018). Redefining writing in the foreign language curriculum: Toward a design approach. Foreign Language Annals, 51, 513-532.
Barrot, J. S. (2018). Using the sociocognitive-transformative approach in writing classrooms: Effects on L2 learners’ writing performance. Reading & Writing Quarterly, 34(2), 187-201.
Benati, A. (2017). The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations. Studies in Second Language Learning and Teaching, 7 (3), 377-396.
Campbell, J. L., Quincy, Ch., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi-structured interviews: Problems of unitization and inter-coder reliability and agreement. Sociological Methods & Research, 42(3), 294-320.
Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36, 37-51.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20 (1), 37–46.
Crossley, S. A., Salsbury, T., & Mcnamara, D. S. (2014). Assessing lexical proficiency using analytic ratings. Applied Linguistics, 36, 570-590.
Crowhurst, M. (1991). Research review: Patterns of development in writing persuasive/ argumentative discourse. Research in the Teaching of English, 25(3), 314-338.
Dehghan, M., & Mohammad Amiri, M. (2017). Collaborative output tasks and their effects on learning English comparative adjectives. Journal of Language Teaching Skills, 36(1), 1-26.
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58.
Doody, O., & Condon, M. (2012). Increasing student involvement and learning through using debate as an assessment. Nurse Education in Practice, 12 (4), 232-237.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Dörnyei, Z. (2019). What makes an L2 task engaging? In W. Z. Ahmadian MJ (Ed.), Researching L2 task performance and pedagogy: In honor of Peter Skehan (pp. 53-66). Amsterdam: John Benjamins.
el Majidi, A., de Graaff, R., & Janssen, D. (2018). Students’ perceived effect of in-class debates in second language learning. The European Journal of Applied Linguistics and TEFL, 7(1), 35-57.
el Majidi, A. E., de Graaff, R. , & Janssen, D. (2020). Debate as L2 pedagogy: The effects of debating on writing development in secondary education. The Modern Language Journal, 104 (4), 804-821.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59-84.
Farid, A. A. P. A., Setyarini, S., & Moecharam, N. Y. (2017). The implementation of dictogloss storytelling in improving 8th-grade students’ writing skill. Journal of English and Education, 5(1), 85-91.
Ferris, D. R. & J. Hedgcock (2004). Teaching ESL composition: Purpose, process, and practice. New York, NY: Routledge.
Fortune, A. (2005). Learners’ use of meta-language in collaborative form-focused L2 output tasks. Language Awareness, 14, 21-38.
Frear, M. W., & Bitchener, J. (2015). The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing, 30(1), 45-57.
Gallego, M. (2014). Second language learners’ reflections on the effectiveness of dictogloss: A multi-sectional, multilevel analysis. Studies in Second Language Learning and Teaching, 4 (1), 33-50.
Ganji, M., & Ketabi, S. (2015). Cloze and editing tasks: Are they effective in teaching lexical collocations? Journal of Applied Linguistics and Language Research, 2(5), 48-61.
García Mayo, M. P. (2002). The effectiveness of two form-focused tasks in advanced EFL pedagogy. International Journal of Applied Linguistics, 12, 156-175.
Garrison, D. R., Cleveland-Innes, M., Koole, M., & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. Internet and Higher Education, 9, 1-8.
Golparvar, S. E., & Rashidi, F. (2021). The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing. System, 99, https://doi.org/10.1016/j.system.2021.102524.
Green, C. S., & Klug, H. G. (1990). Teaching critical thinking and writing through debates: An experimental evaluation. Teaching Sociology, 18, 462-471.
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, 84-109.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4), 461-473.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148-164.
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge: Cambridge University Press.
Jajarmi, H., & Pishghadam, R. (2019). Emotioncy-based language instruction: A key to enhancing EFL learners' vocabulary retention. Applied Research on English Language, 8(2), 207-226.
Jianling, L. (2018). The impact of face-to-face oral discussion and online text-chat on L2 Chinese writing. Journal of Second Language Writing, 41, 27-40.
Johnson, M. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13-38.
Johnson, R. B., & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches (4th ed.). Los Angeles: Sage.
Kanakri, A. (2016). Second language writing instruction: Teaching writing to English language learners. Beyond Words, 4 (2), 88-101.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
Kroll, B. (2003). Exploring the dynamics of second language writing. Cambridge: Cambridge University Press.
Kuiken, F. & Vedder, I. (2002). The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research, 37(3-4), 343-358.
Larsen-Freeman, D. (1997). Chaos complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165.
Lee, L. (2001). Online interaction: Negotiation of meaning and Strategies used among learners of Spanish. ReCALL, 13(2), 232-244.
Leki, I., Cumming, A., & Silva, T. (2010). A synthesis of research on second language writing in English. NewYork: Routledge
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15, 474-496.
Lu, X. (2011). A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly, 45(1), 36–62.
Lustigova, L. (2011). Speak your mind: Simplified debates as a learning tool at the university level. Journal of Efficiency and Responsibility in Education and Science, 4, 18–30.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Mackey, A., & Gass, S. (2016). Second language research: Methodology and design. New York, NY: Routledge.
Makiabadia, H., Pishghadam, R., Meidania, N., & Khajavy, G. H. (2019). Examining the role of emotioncy in willingness to communicate: A structural equation modeling approach. Revista de Psicodidáctica, 24(7), 120-130.
Malmqvist, A. (2005). How does group discussion in reconstruction tasks affect written language output? Language Awareness, 14, 128-141.
Malvern, D.D., Richards, B.J., Chipere, N., & Dura´n, P. (2004). Lexical diversity and language development: Quantification and assessment. Hampshire: Palgrave Macmillan.
McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27, 57-86.
Miller, J. (2008). An introduction to English syntax (2nd ed.). Edinburgh, UK: Edinburgh University Press.
Modarresi, Gh., & Alavi, S. M. (2014). Designing and validating a test battery of computerized dynamic assessment of grammar. TELL, 14 (2), 1-29.
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81-87.
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94(1), 116-136.
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555-578.
Persky, H., Daane, M., & Jin, Y. (2003). The nation’s report card: Writing. Washington, DC: U.S. Department of Education.
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 3(9), 1-16.
Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture & Language, 4(2), 11-21.
Plakans, L., Gebril, A., & Bilki, Z. (2019). Shaping a score: Complexity, accuracy, and fluency in integrated writing performances. Language Testing, 36, 161–179.
Plonsky, L. (2017). Quantitative research methods. In S. Loewen & M. Sato (Eds.), Routledge handbook of instructed second language acquisition (pp. 505-521). New York, NY: Routledge.
Polio, C., & Park, J. H. (2016). Language development in second language writing. In R. M. Manchón, & P. K.
Matsuda (Eds.), Handbook of second and foreign language writing (pp. 287-306). New York: Routledge.
Pourdana, N., Karimi Behbahani, S. M., & Safdari, M. (2011). The impact of task types on aspects of Iranian EFL learners’ writing performance: Accuracy, fluency, and complexity. IPEDR, 20, 261-266.
Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 3-17.
Riazi, A. M. (2017). Mixed method research in language teaching and learning. London, England: Equinox.
Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in A componential framework for second language task design. International Review of Applied Linguistics in Language Teaching, 41, 1-32.
Robinson, P. (2011). Second language task complexity: Researching the cognition hypothesis of language learning and performance. Amsterdam: John Benjamins.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62.
Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14.
Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510-532.
Skehan, P. (2013). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.),
Researching pedagogic tasks: Second language learning, teaching and testing (pp.167-185). Oxon, USA: Routledge Taylor and Francis Group.
Smith, K. M. (2012). Dictogloss: A multi-skill task for accuracy in writing through cooperative learning. Retrieved September 15, 2020 from: http://thtjapan.org/publications/2011/069-080_smith.pdf.
Snider, A., & Schnurer, M. (2006). Many sides: Debate across the curriculum. New York: International Debate Education Association.
Stewart, T. (2003). Debate for ESOL students. TESOL Journal, 12, 9-15.
Storch, N. (2009). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 18, 103-118.
Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration. In M. d. P. G. Mayo (Ed.), Investigating tasks in formal language learning (pp. 157-177). London: Multilingual Matters.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158-164.
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook on research in
second language teaching and learning (pp. 471-83). New Jersey: Lawrence Erlbaum Associates.
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: exploring task effects. In M. Bygate, P. Skehan, & M. Swain, (Ed.), Researching pedagogic tasks: Second language learning, teaching and testing (p. 98-118). London: Longman.
Talebinezhad, M. R., & Esmaeili, E. (2012). The effects of different task types on EFL learners' acquisition of two grammatical structures (infinitives and gerunds): The case of Iranian high school students. Theory and Practice in Language Studies, 2(8), 1699-1709.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wajnryb, R. (1990). Grammar dictation. Oxford: Oxford University Press.
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466.
Wolfe–Quintero, K., Inagaki, S., & Kim, H. (1998). Second language development in writing:Measures of fluency, accuracy, and complexity. Honolulu, HI:University of Hawai‘i at Manoa, Second Language Teaching and Curriculum Center.
Yong, F. L. (2010). Attitudes toward academic writing of foundation students at an Australian-based university in Sarawak. European Journal of Social Sciences, 13, 471-477.
Yoon, H. J., & Polio, C. (2016). The linguistic development of students of English as a second language in two written genres. TESOL Quarterly, 34, 42-57.
Zalbidea, J. (2017). ‘One task fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance. The Modern Language Journal, 101(2), 335-352.
Zohrabi, M., & Hassanpoor, S. (2020). The effect of open vs. closed tasks on improving Iranian EFL learners’ oral performance. Journal of Language Teaching Skills, 38(4), 205-238. | ||
|
آمار تعداد مشاهده مقاله: 897 تعداد دریافت فایل اصل مقاله: 787 |
||