Improving Willingness to Communicate of Intermediate Iranian EFL Learners Through Process-Based Writing Instruction

Publish Year: 1395
نوع سند: مقاله کنفرانسی
زبان: English
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ELSCONF04_046

تاریخ نمایه سازی: 19 خرداد 1396

Abstract:

The reported study was primarily aimed at studying the potential role of process-based writing approach on improving intermediate Iranian EFL learners’ willingness tocommunicate (WTC). To this end, sixty female Iranian intermediate B.A. EFL university students whose mother tongue was Persian and their age ranged between 18 and 26 werechosen. Then, they assigned into two groups of treatment and control. A pre-test of writingand a willingness to communicate questionnaire were administered to both groups. The experimental group was engaged in 12 weeks of writing instruction based on process-basedapproach and the control group only received the conventional classroom instruction on writing, which was the traditional or product- based approach. Data regarding the dimension of written expression were obtained through evaluation of academic writings generated bystudents at the beginning and the end of experimental procedures. After 12 weeks of processbased writing instruction, the questionnaire of willingness to communicate and a post-test forwriting were administered to the participants. The data collected were subject to statisticalanalysis. The results obtained from T-test revealed the fact that there is statistically significant difference between the treatment group by receiving process- based writinginstruction and the control group with regard to willingness to communicate inside the classroom and writing progress.

Authors

Samaneh Yazdani

PhD Candidate Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

Reza Biria

Assistant Professor Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

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