تأثير تمرين، برنامه ريزي استراتژيك و آنلاين بر دقت، پيچيدگي و تنوع واژگاني نوشتن استدلالي L2 در سطح متوسط

This study investigated the effect of rehearsal, strategic, and on-line planning on the accuracy, complexity, and lexical variety of L2 argumentative writing at intermediate level in a private language institute in Tehran, Iran. To meet this goal, 80 Iranian female intermediate EFL learners with the age range of 15 to 20 years old were selected based on convenience sampling and were divided into three experimental groups accompanied by a control group. In order to ensure the homogeneity of the participants in terms of the general language proficiency, Oxford placement test (OPT) was administered followed by a writing pre-test to ensure their level of writing. Profile?? of Larsen-Freeman (2006) was used as a criterion for eva‎luating the accuracy and complexity of the students' writing accuracy and fluency. The experimental groups received different types of planning, namely, rehearsal, strategic, and online planning instruction for writing. The results of MANOVA revealed that the participants in the first experimental group that worked on rehearsal task planning produced L2 writings with significantly higher accuracy, complexity, and lexical variety than the other groups. In other words, the three types of tasks of planning affected these three features of the L2 argumentative writings but rehearsal task planning leads to higher accuracy, complexity, and lexical variety in comparison with strategic or online task planning in L2 argumentative writing at intermediate level. The findings have some pedagogical implications for EFL teachers, university instructors, and EFL students.

1403/03/07

منتخبي

75264