Collaborative Data Commentary Task and Its Effect on Iranian EFL Intermediate Learners` Writing Self-Regulation

The aim of the present research was to find out the effect of collaborative data commentary tasks on Iranian EFL intermediate learners` writing self-regulation. For obtaining the objectives of the study, ۶۰ Iranian EFL female intermediate students studying English in language classes were selected according to intact group sampling. To answer the research question in the present study, first of all, the OPT was administered among language learners in two English classes. Then L۲ writing self-regulation scale designed by Han and Hiver (۲۰۱۸) pre-test was conducted before the treatment to assess participants` initial level of writing self-regulation. Then, while the experimental group practiced collaborative data commentary tasks, the control class just practiced their routine way of instruction. After implementing ۱۲ sessions of the treatment, a post-test same as the pre-test was carried out for the subjects to assess their writing self-regulation as an effect of treatment. For examining the data, SPSS program was utilized to administer the non-parametric tests namely; Mann Whitney U tests to compare the test scores of both groups. The results of data analysis revealed a difference between the experimental and control classes mean scores, i.e., the experimental class performed better than the control class in writing self-regulation. The results of this study have essential implications and propose some notions to autonomous students, English instructors, material developers, as well as policy makers which assist them in English language acquisition, and instructing.

Keywords:

Collaborative writing , Data commentary tasks , Writing self-regulatory