چكيده
The concept of noticing and its role in SLA has gained increasing attention. As an area of special interest and a common concern in EFL teaching process, the study of this will yield beneficial implications. The effect of autonomous noticing activities on writing accuracy among Iranian intermediate introverted Vs. extroverted EFL Learners was chosen as the title of the research. An attempt is also made in the research to focus on the effect of transcribing task, as a noticing activity, on EFL learners’ writing accuracy. In the pursuit of the purpose of the present study, at the beginning of the term,80 EFL learners were selected from Noorani Language Institution in Salmas, Iran. Oxford Placement Test was applied to homogenize the participants. As a result, 80 EFL learners were selected out of 120. The participants were given Eysenk Personality Questionnaire (2020) to categorize them into extrovert and introvert learners. In order to homogenize them in terms of writing command, pretest of writing was administered. It included writing a composition on specified topic. After that there were two groups; one control group and one experimental group. In control group there were 30 introvert and extrovert learners. There were 25 introvert learners in one of the experimental groups, and 25 extrovert learners in the other experimental group .As another step, a pretest of writing task were given to verify their homogeneity in terms of writing command .Then ,For 20 sessions, some tasks were assigned to 2 intermediate adult EFL classrooms, with 1 class serving as the control group and the other as the experimental group. For this purpose, the learners were divided into subgroups of 3 or 4 in each class. Learners in both groups were asked to record their group conversations each session. Unlike the control group, the learners in the experimental group were engaged in the post task activity. Working individually, they first transcribed the recorded classroom speaking task and autonomously tried to correct their own and their peers’ writing mistakes. Subsequently, collaboratively, the learners engaged in further reformulation of these mistakes. The last step was administering posttest of writing. Results obtained from the t test indicated that the transcription of oral output with a follow-up self- and peer-correction significantly enhanced the accuracy of the EFL learners’ writing production. It was also revealed that the extroverted learners benefited more from conscious noticing activities. The findings of this study can be useful to teacher trainers, language teachers and language learners.
