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Talebi, Zahra, Asadi, Nader, Davatgari, Hanieh. (1394). The Effects of Types of Writing Approaches on Iranian EFL Learners’ Writing Performance and Their Attitudes toward Writing Skill. , 3(2), 113-133. doi: 10.22049/jalda.2015.13700
Zahra Talebi; Nader Asadi; Hanieh Davatgari. "The Effects of Types of Writing Approaches on Iranian EFL Learners’ Writing Performance and Their Attitudes toward Writing Skill". , 3, 2, 1394, 113-133. doi: 10.22049/jalda.2015.13700
Talebi, Zahra, Asadi, Nader, Davatgari, Hanieh. (1394). 'The Effects of Types of Writing Approaches on Iranian EFL Learners’ Writing Performance and Their Attitudes toward Writing Skill', , 3(2), pp. 113-133. doi: 10.22049/jalda.2015.13700
Talebi, Zahra, Asadi, Nader, Davatgari, Hanieh. The Effects of Types of Writing Approaches on Iranian EFL Learners’ Writing Performance and Their Attitudes toward Writing Skill. , 1394; 3(2): 113-133. doi: 10.22049/jalda.2015.13700

The Effects of Types of Writing Approaches on Iranian EFL Learners’ Writing Performance and Their Attitudes toward Writing Skill

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقاله 7، دوره 3، شماره 2 - شماره پیاپی 6، آذر 2015، صفحه 113-133    اصل مقاله (904.73 K)
شناسه دیجیتال (DOI): 10.22049/jalda.2015.13700
نویسندگان
Zahra Talebi1؛ Nader Asadi* 2؛ Hanieh Davatgari2
1PhD Candidate of TEFL, Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran.
2Assistant Professor in TEFL, Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran.
چکیده
The main purpose of the present quasi-experimental study was twofold; its first purpose was to investigate the effects of using of two approaches namely; genre and process on EFL learners’ accuracy, fluency, and complexity in written task production. Secondly, it attempted to investigate the effects of mentioned approaches on EFL learners’ attitude toward writing skill. to this end, 60 learners of English at intermediate level were selected randomly as the participants of the study and assigned into three groups of product, process, and genre groups. a written task was employed to collect data from the participants. the collected written data was quantified in terms of accuracy, fluency, and complexity measures. The results of the study based on one-way ANOVA revealed that there were significant differences on EFL learners’ writing performance. The current study might carry some pedagogical implications for EFL learners’ writing skill, learner attitude toward writing, teacher education and task designers.
کلیدواژه‌ها
Genre-based approach؛ Process approach؛ Written performance؛ Learner attitude؛ production task
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