Considering the Effect of Collaborative Output Task of Dictogloss on Iranian EFL Learners’ Writing Skill and Emotional Intelligence

Focus-on-form instructions became one of the most talked-about topics in the field of language teaching and learning when scholars found that when second language learning is entirely based on meaningful input and interaction, some linguistic forms cannot nurture. One of the most well-known Focus on form activities on which the present study focused, is output-oriented task of dictogloss. Among the substantial body of research investigating the effect of dictogloss on language learning, little attention has been given to the effect of collaborative dictogloss task on EFL learners’ writing skill and none has considered its effect on emotional intelligence. Additionally, there is a paucity of study on the relationship between emotional intelligence and writing skill in general. Therefore, the aim of the present study is to find the effect of collaborative dictogloss task on learners’ writing and emotional intelligence. Besides, it investigates the relationship between writing skill and emotional intelligence. To fulfill the purpose of the study, 40 pre-intermediate students in Sama institute of Aliabad participated in the present study. A composition writing test was used to measure their general writing skill and TEIQue-SF (Petrides&Furnham, 2003) questionnaire was administered to examine the participants’ emotional intelligence. Participants were divided into two groups of experimental group (collaborative dictogloss task) and control group (conventional task). The finding of the study demonstrated that collaborative task of dictogloss had a significant effect on learners’ EI, whereas it had no effect on their writing skill. Moreover, there was no relationship between EI and writing skill.

Keywords:

Focus-on-form instructions , Dictogloss , Writing skill , Emotionalintelligence