PE ۱۳۲

The effect of reformulation and post writing conference on iranian EFL male learnes writing

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

۹۷.۱۰/۲۹

۶۶ص.

هدي ديوسر

نيلوفر منصوري

corrective feedback , Reformulation , post writing conference , writing performance

ديوسر،هدي،راهنما , منصوري،نيلوفر،مشاور

The present study examined the effect of the reformulation and post writing conference on Iranian EFL Male learners’ writing in an English as a foreign language (EFL) context. To achieve this, three male intact classes at upper-intermediate level were selected. Two of these classes were randomly selected as the experimental groups (1&2) and the other one as the control group. The experimental group 1 was provided with regular writing feedback in the form of reformulation. The experimental group 2, like the experimental group 1, was provided with regular feedback in the form of reformulation. However, the teacher met in general sessions with the participants for extra individual guidance, i.e., collaborative reflection in the form of post writing conferences. The control group had the same amount of writing instruction. They were, however, taught in a conventional way without the use of the reformulation tasks. In order to measure the writing proficiency, IELTS task 2 was administered as the pretests and the posttests. One-way ANOVA and Post-hoc Tukey Test were used to compare means of test scores between groups. The significant effect of reformulation on writing was confirmed. This study has pedagogical implications for EFL English teachers in providing feedback on EFL learners’ writings by contributing complementary information in the form of reformulation and post writing conference.

۹۸/۰۳/۰۷

منتخبي

53919