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the effect of cooperative task repetition on improving writing accuracy of intermediate FL learners

كارشناسي ارشد

آموزش زبان انگليسي

دانشگاه پيام نور قم

1394

128ص.

حسن سليماني صرمي

عبدالمجيد طباطبايي

ص.: 107-116

پ استاد راهنما سليماني صرمي، حسن SOLEIMANI SARMI, HASAN , پ استاد مشاور طباطبايي، عبدالمجيد Tabatabaee, Abdolmajid

Recently, there has been a great interest in the role of task repetition- repeating in the type of task planning-on developing EFL writing performance. But the question of whether or not repeating the same written task cooperatively is pedagogically useful for developing the writing accuracy of EFL learners is the concern of this study. The current study generally amide to enhance the writing skills of EFL students of grade 10 in Al-Amin school in Qom through the implementation of cooperative learning strategies in repeating the same written task.The participants in the current study were 40Arab female EFL students of two intact classes who were at the intermediate level in compliance with Oxford Placement Test (OPT), and selected according to a simple random sampling: the Experimental group (EG) and Comparison group (CG) with 20 students in each group. Two instruments were used in this study; a pre and post writing test, and attitude group interview.The treatments continued for about twelve weeks in the second semester of 2015 academic year. In this duration the EG instructed to repeat the written task cooperatively while the CG repeated the task individually. The pre- and post- scores from the test were calculated for descriptive statistics and compared using t-test. The finding revealed that the studentsʹ scores in writing were higher for the post-test than the pre-test for both groups, moreover, the EG post- scores were significantly higher than the CG post- scores. The findings of the study suggested that repeating the writing task is effective to improve writing accuracy of EFL students. And the findings could prove the superiority of repeating the task cooperatively on repeating individually.Besides, EG participants showed their satisfaction and high attitude to the cooperative approach of repeating the writing task. Obtaining corrective feedback from their fellow and exchanging information enabled the students to learnnew content, vocabulary, essay structure and recognize their grammatical errors and subsequently improve their writing proficiency.

18/08/1394

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