آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 116 |
| تعداد مقالات | 1,333 |
| تعداد مشاهده مقاله | 1,336,433 |
| تعداد دریافت فایل اصل مقاله | 1,268,857 |
Investigating the Effect of Strategic Planning on the High Working Memory Upper- Intermediate EFL Learners’ Lexical Complexity of Descriptive and Argumentative Writings | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 13، شماره 1، تیر 2025، صفحه 45-66 اصل مقاله (1.23 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.29669.1678 | ||
| نویسندگان | ||
| Farahman Farrokhi1؛ Yaser Hadidi2؛ Parya Tadayyon* 3 | ||
| 1Professor of TEFL, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran | ||
| 2Associate Professor of TEFL, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran | ||
| 3PhD Candidate in ELT, University of Tabriz, Tabriz, Iran | ||
| چکیده | ||
| Considering the overwhelming nature of Pre-Task Planning (PTP) in writing for English as a Foreign Language (EFL) learners, the present study aimed to investigate the effect of a factor of PTP called Strategic Planning (SP) on lexical complexity of Iranian EFL learners. The data collection procedure in this mixed-method research, which took 5 weeks, utilized the Oxford Quick Placement test (OQPT) to separate the sample of upper-intermediate learners. Following OQPT, the participants with a high working memory capacity (WMC), measured by the Operation Span Test (OST), were selected as the members of the final sample. They were categorized into three SP groups: form-focused (FF), content-focused (CF), and no planning (NP). After administrating the pre-tests of descriptive and argumentative tasks, each group received a different form of SP guidance, either FF or CF, in two different writing tasks for 4 sessions, whereas the NP group acted as the control group without any intervention. Then the post-tests were run in all three groups. The lexical sophistication of the post-tests was analyzed using the CELEX data center on the Coh-Metrix website. Based on ANOVA tests, FF instruction led to better and highly sophisticated writings in terms of lexis in both descriptive and argumentative tasks. The results can be helpful for syllabus designers, educators, and EFL learners to consider the type of SP in the PTP stage according to the WMC, in the case of different task types. | ||
| کلیدواژهها | ||
| Keywords: strategic planning؛ working memory؛ lexical complexity | ||
| مراجع | ||
|
Abdi Tabari, M. (2019). Differential effects of strategic planning and task structure on L2 writing outcomes. Reading & Writing Quarterly, 36(4), 1-19. http://dx.doi.org/10.1080/10573569.2019.1637310
Abdi Tabari, M., & Wang, Y. (2022). Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness. Assessing Writing, 52(1), 1-14 http://dx.doi.org/10.1016/j.asw.2022.100605
Ai, H., & Lu, X. (2010). A web-based system for automatic measurement of lexical complexity. 27th Annual Symposium of the Computer Assisted Language Consortium (CALICO-10). [PowerPoint slides] SlideShare. http://www.personal.psu.edu/hua126/papers/calico10_ai_lu.pdf
Aref, G. S., & Mojavezi, A. (2019). The impact of pre-task instruction and task rehearsal on fluency, accuracy, and complexity of Iranian EFL learners’ writing. Journal of Language Teaching and Research, 10(2), 281-290. https://doi.org/10.17507/JLTR.1002.09
Behyar, M., & Nabilou, M. (2019). The combined effects of pre-task and careful online planning on EFL learners’ written discourse. International Journal of Research in English Education, 4(4), 1–12. http://dx.doi.org/10.29252/ijree.4.4.1
Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, 12(5), 769–786. https://doi.org/10.3758/bf03196772
De Oliveira, L. C., Braxton, D., & Gui, J. (2021). Planning for instruction using a language-based approach to content instruction for multilingual learners. Journal of English Learner Education, 13(1). https://stars.library.ucf.edu/jele/vol13/iss1/2
De Vita, F., Schmidt, S., Tinti, C., & Re, A. M. (2021). The role of working memory on writing processes. Frontiers in Psychology, 12(1), 1-7. https://doi.org/10.3389/fpsyg.2021.738395
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2005). Planning and task performance in a second language. In Language learning and language teaching. https://doi.org/10.1075/lllt.11
Ellis, R. (2021). The effects of pre-task planning on second language writing: A systematic review of experimental studies. Chinese Journal of Applied Linguistics, 44(2), 131–165. https://doi.org/10.1515/cjal-2021-0009
Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211-245. https://psycnet.apa.org/doi/10.1037/0033295X.102.2.211
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(3), 299-323. http://dx.doi.org/10.1017/S0272263100015047
Johnson, M. D., & Abdi Tabari, M. (2023). Planning in L2 writing: A research synthesis and meta-analysis. System, 118(1), 1-38. https://doi.org/10.1016/j.system.2023.103152
Johnson, M. D. (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(1), 13–38. https://doi.org/10.1016/j.jslw.2017.06.001
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133(2), 189–217. https://doi.org/10.1037/00963445.133.2.189
Khonamri, F., Azizi, M., & Fallahpour, S. (2017). The effect of focus of strategic planning on accuracy and complexity in argumentative writing of intermediate L2 learners. International Journal of Asian Social Science, 7(6), 489-496. http://dx.doi.org/10.18488/journal.1.2017.76.489.496.
Langdon, A., & Pandor, J. (2020). An investigation of scaffolding strategies to support structured inquiry language teaching to novice learners in a primary school setting. Language Value, 13(1), 1-22. https://doi.org/10.6035/LanguageV.2020.13.1
Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45(3), 1–33. https://doi.org/10.1017/s0272263123000189
Mavrou, I. (2020). Working memory, executive functions, and emotional intelligence in second language writing. Journal of Second Language Writing, 50(1), 1-44. https://doi.org/10.1016/j.jslw.2020.100758
McNamara, D. S., Ozuru, Y., Graesser, A. C., & Louwerse, M. (2006). Validating Coh-Metrix. In R. Sun and N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 573-578). Austin, TX: Cognitive Science Society.
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “Far Transfer.” Perspectives on Psychological Science, 11(4), 512–534. https://doi.org/10.1177/1745691616635612
Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M. (2019). The role of working memory in young second language learners’ written performances. Journal of Second Language Writing, 45(1), 31-45. https://doi.org/10.1016/j.jslw.2019.03.002
Mohamedamin, A. A., & Ghaffar, Z. N. (2022). Writing in English as a foreign language: How literary reading helps students improve their writing skills: A descriptive study. Canadian Journal of Educational and Social Studies, 2(6), 61-70. http://dx.doi.org/10.53103/cjess.v2i6.81
Mujtaba, S. M., Reynolds, B. L., Gao, Y., Parkash, R., & Ha, X. V. (2023). The effects of recalling and imagining prompts on writing engagement, syntactic and lexical complexity, accuracy, and fluency: A partial replication of Cho (2019). Open Linguistics, 9(1), 1-16. http://dx.doi.org/10.1515/opli-2022-0259
Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3), 1-22. http://dx.doi.org/10.17509/ijal.v10i3.31752
Polio, C., & Yoon, H. (2018). The reliability and validity of automated tools for examining variation in syntactic complexity across genres. International Journal of Applied Linguistics, 28(1), 165–188. https://doi.org/10.1111/ijal.12200
Rad, H. S. & Jafarpour, A. (2022). Effects of Well-being, grit, emotion regulation, and resilience interventions on L2 learners’ writing skills. Reading & Writing Quarterly, 39(3), 228–247. https://doi.org/10.1080/10573569.2022.2096517
Rahimi, M., & Zhang, L. J. (2017). Effects of task complexity and planning conditions on L2 argumentative writing production. Discourse Processes, 55(8), 726–742. https://doi.org/10.1080/0163853x.2017.1336042
Shen, W., & Park, H. (2020). Working memory and second language learning: a review of the past twenty years research in China. Journal of Pan Pacific Association of Applied Linguistics, 24(1), 85-106. https://doi.org/10.25256/PAAL.24.1.5
Suastra, I. M., & Menggo, S. (2020). Empowering students writing skill through performance assessment. International Journal of Language Education, 4(3), 432-441. https://doi.org/10.26858/ijole.v4i3.15060
Teng, M. F., & Huang, J. (2021). The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency. Asia Pacific Journal of Education, 43(4), 1–20. https://doi.org/10.1080/02188791.2021.1982675
Thompson, C. (2014). Guided planning, task complexity and second language oral development. [Doctoral dissertation, University of Central Lancashire]. http://clok.uclan.ac.uk/10568/
Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory & Language, 28(1), 127-154. https://doi.org/10.1016/0749-596X(89)90040-5.
Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W. (2005). An automated version of the operation span task. Behavior Research Methods, 37(3), 498–505. https://doi.org/10.3758/bf03192720
Vasylets, O., & Marín, J. (2021). The effects of working memory and L2 proficiency on L2 writing. Journal of Second Language Writing, 52(1), 1-18. https://doi.org/10.1016/j.jslw.2020.100786
Wirahyuni, K., & Martha, I. N. (2022). Cognitive strategies on language learning. In 2nd International Conference on Languages and Arts across Cultures (ICLAAC 2022) (pp. 217-224). Atlantis Press. https://doi.org/10.2991/978-2-494069-29-9_24
Wu, J., & Ellis, R. (2023). The effect of pre-task planning on computer-based second language writing. Language Teaching Research, 1(1), 1-24. https://doi.org/10.1177/13621688231197575.
Zabihi, R. (2017). The role of cognitive and affective factors in measures of L2 writing. Written Communication, 35(1), 32–57. https://doi.org/10.1177/0741088317735836
Zhang, Y., & Wu, W. (2021). How effective are lexical richness measures for differentiations of vocabulary proficiency? A comprehensive examination with clustering analysis. Language Testing in Asia, 11(15), 1-19. https://doi.org/10.1186/s40468-021-00133-6
Zoghi, M., & Shokri, L. F. (2018). Effects of pre-task strategic planning on Iranian intermediate FL learners’ writing motivation and accuracy. Applied Linguistics, 11, 207-225. https://doi.org/10.30495/jal.2019.664546 | ||
|
آمار تعداد مشاهده مقاله: 473 تعداد دریافت فایل اصل مقاله: 24 |
||