1. Applied Linguistics (Language Teaching and Learning)
Haniyeh Shirazifard; Gholam-Reza Abbasian; Ahmad Mohseni
Abstract
The present study aimed to investigate the effects of TBLT-synthesized collaborative dialogue in teaching writing skills to Iranian EFL learners and also to explore their teachers’ attitudes towards such an approach. Regarding the essence of the questions of the study, an explanatory sequential ...
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The present study aimed to investigate the effects of TBLT-synthesized collaborative dialogue in teaching writing skills to Iranian EFL learners and also to explore their teachers’ attitudes towards such an approach. Regarding the essence of the questions of the study, an explanatory sequential mixed-methods research design was employed. To this end, 100 conveniently sampled Iranian B.A. TEFL and Translation Studies students were identified as relatively homogeneous in terms of their language proficiency through administering Oxford Placement Test (OPT), and ten Iranian EFL teachers attended as the participants. The experimental group students were exposed to the synthetic approach of teaching writing. In contrast, the control group experienced conventional mainstream in the quantitative phase of the study lasting for 16-session treatments. As to the qualitative phase, a semi-structured individual interview was conducted with the participant teachers. The quantitative phase revealed that the synthetic initiative had comparatively significant impacts on the EFL students’ writing performance, and the qualitative phase showed that the teachers adopted some positive views toward the implementation of the applied synthetic approach to TBLT and CD in writing instruction. The findings offer some pedagogical implications for the stakeholders, including syllabus designers, EFL learners, and teachers, to include task-based collaborative dialogues in EFL instruction.
1. Applied Linguistics (Language Teaching and Learning)
Mahnaz Moayeri; Davood Mashhadi Heidar
Abstract
The present review article discusses the significant role of technology, particularly blogging, in the development of the writing skill. Similar to the conventional classroom teaching, practitioners and researchers view blogs as tools for constructing grammar and writing skills and dispersing knowledge. ...
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The present review article discusses the significant role of technology, particularly blogging, in the development of the writing skill. Similar to the conventional classroom teaching, practitioners and researchers view blogs as tools for constructing grammar and writing skills and dispersing knowledge. In spite of the fact that learning through blogs can advance higher development of identity and bring about collaboration and social interaction, it can offer higher opportunities for learners to represent and express themselves, fostering the skills to develop and build their own community(Love, 2004; Spangenberg, 2004). Blogging is not presumed to be a substitution for conventional classroom writing pedagogy, neither just an issue of delivering classroom writing into digital space of the 21st Century, but,instead, it is writing in an innovative way that cultivates, among learner bloggers, a strong interest to write for the aim of communication and expression. Theadvantages of blogs, specifically in comparison to other technological advances such as discussion boards, are overviewed in this article. Besides, the relevant empirical investigations that have endeavored to explore the role of blogging in the cultivation of writing and learners’ attitudes towards it are presented. Considering that the majority of research studies have pinpointed the potential of blogging in writing development, it is suggested that teachers use models to familiarize their learners with blogging prior to actively using it in their writing classes.
1. Applied Linguistics (Language Teaching and Learning)
Gholam-Reza Abbasian; Maryam Khezrinejad; Mojtaba Teimourtash
Abstract
The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have emerged. However, their incorporation ...
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The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have emerged. However, their incorporation into various language skills might bring about certain consequences. Among them, the writing skill is often perceived as unique in its nature in terms of both teaching practices and assessment modalities. In a bid to exercise a Learner-Oriented Assessment (LOA) practice, the present study was designed to comparatively implement self-, peer-, and teacher-assessments in a writing course, and explore the experiences and perceptions of the learners towards the three assessment alternatives. Pertinent statistical analyses revealed significant differences among them such that higher proficiency level learners evaluated their writings more realistically, while lower proficiency level over estimated their abilities. Moreover, most of them had positive attitudes towards this novel assessment experience, holding that LOA could scaffold them in gaining a lot and arousing their awareness of their weaknesses and strengths.