Comparing the Impact of Divergent and Convergent Tasks on Extrovert and Introvert EFL Learners’ Writing Performance

2016 ◽  
Vol 6 (6) ◽  
pp. 1305
Author(s):  
Mania Nosratinia ◽  
Kolsum Kounani
Keyword(s):  
Foreign Language ◽  
Analysis Of Variance ◽  
Personality Inventory ◽  
Entry And Exit ◽  
Comparative Effect ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
The Impact ◽  
Persian Translation

The present study attempted to study the comparative effect of convergent and divergent tasks on introvert and extrovert English as a Foreign Language (EFL) learners’ writing ability. 120 homogeneous EFL learners between 20 to 28 years old (Mage = 24), including 60 extroverts and 60 introverts, were selected as the participants of this study; they were assigned into 4 groups. In order to categorize the participants as introverts and extroverts, the Persian translation of Eysenck and Eysenck’s (1985) Personality Inventory was employed. A number of PET tests by Quintana (2004) were piloted and employed for selecting homogenous individuals and testing participants’ entry and exit writing performances. Running a two-way analysis of variance (ANOVA) revealed that there were not significant differences between the extrovert and introvert participants' means on the posttest of writing (F (1, 116) = 3.67, p =.058, η2 = .031). It was also concluded that the divergent group had a significant but moderately higher mean on the posttest of writing than the convergent group (F (1, 116) = 16.32, p =.000, η2 = .12). The significance of divergent tasks over convergent tasks among introvert and extrovert participants was also confirmed through running 3 independent samples t-tests.

scholarly journals The Impact of Product and Process Approach on Iranian EFL Learners’ Writing Ability and Their Attitudes toward Writing Skill

2017 ◽  
Vol 7 (2) ◽  
pp. 158 ◽  
Author(s):  
Hakimeh Shahrokhi Mehr
Keyword(s):  
Discourse Markers ◽  
Process Approach ◽  
Control Group ◽  
Writing Performance ◽  
Writing Ability ◽  
Efl Learners ◽  
Attitudes Toward Writing ◽  
Writing Skill ◽  
Product And Process ◽  
The Impact

The purpose of the current study was twofold; its first aim was to determine the effect of using of two approaches namely; product and process on developing the fluency, accuracy, and using discourse markers (DMs) of EFL learners’ writing performance. Secondly, it attempted to investigate the effect of mentioned approaches on EFL learners’ attitude toward writing skill. The participants in this study were 60 Iranian learners who were divided into three groups; control and two experimental groups. The control group received no treatment and only received explicit recast feedback toward their writing performance. However, every experimental group received treatment through differential approaches. The findings of the study based on one-way ANOVA revealed that process approach significantly affected on EFL learners’ writing performance. Additionally, the results manifested the positive effect of process approach on EFL learners’ attitude toward writing skill. The current study suggested that in order to develop the EFL learners’ writing skill, the EFL instructors can insert the process based approach in syllabus design. 

scholarly journals The Comparative Effect of Portfolio and Summative Assessments on EFL Learners' Writing Ability, Anxiety, and Autonomy

2017 ◽  
Vol 8 (4) ◽  
pp. 823
Author(s):  
Mania Nosratinia ◽  
Farahnaz Abdi
Keyword(s):  
Foreign Language ◽  
Portfolio Assessment ◽  
Treatment Phase ◽  
Summative Assessment ◽  
Post Treatment ◽  
Analysis Of Covariance ◽  
Writing Ability ◽  
Efl Learners ◽  
Significant Difference ◽  
The Impact

The present study was an attempt to systematically compare the effect of portfolio and summative assessment on writing ability, anxiety, and autonomy of English as a Foreign Language (EFL) learners. The participants were 70 male and female intermediate level EFL learners, between 19 and 35 (Mage = 27), who were non-randomly selected from among 90 EFL learners through employing a piloted sample of the Preliminary English Test (PET). They were randomly assigned into two experimental groups of 35, named portfolio assessment writing and summative assessment writing. Prior to the treatment phase, the participants filled out the English versions of Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and Zhang and Li's (2004) Learner Autonomy Questionnaire. The portfolio group was instructed based on the Classroom Portfolio Model, by Hamp-Lyons and Condon (2000), whereas in the summative assessment group, the common traditional summative assessment approach was implemented. After the treatment phase, both experimental groups were given another writing section of the PET test and the same anxiety and autonomy questionnaires as the posttests. The analysis of the test scores using two independent-samples t-tests and an analysis of covariance (ANCOVA) revealed that the summative assessment group had a significantly higher post-treatment level of anxiety. Furthermoe, the level of post-treatment autonomy in the portfolio assessment group was significantly higher. It was also concluded that there was a non-significant difference between the impact of portfolio and summative assessment on writing scores when controlling for the impact of pretest scores.

scholarly journals The Impact of Marginal Glosses and Network Tree Advance Organizers on EFL Learners’ Summary Writing Ability

2019 ◽  
Vol 16 (4) ◽  
pp. 1168-1181
Author(s):  
Reza Bagheri Nevisi ◽  
◽  
Rasoul Mohammad Hosseinpur ◽  
Rahman Kolahkaj
Keyword(s):  
Advance Organizers ◽  
Writing Ability ◽  
Efl Learners ◽  
Summary Writing ◽  
Network Tree ◽  
The Impact

scholarly journals The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan

2020 ◽  
Vol 9 (1) ◽  
pp. 249
Author(s):  
Ibrahim F. F. Almaagbh
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Positive Impact ◽  
Note Taking ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Descriptive Research ◽  
The Social ◽  
Independent Variable ◽  
The Impact

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.

The Impact of Extroversion and Introversion Personality Types on EFL Learners’ Writing Ability

2015 ◽  
Vol 5 (1) ◽  
pp. 212 ◽  
Author(s):  
Ali Akbar Jafarpour Boroujeni ◽  
Ali Roohani ◽  
Asiyeh Hasanimanesh
Keyword(s):  
Personality Types ◽  
Writing Ability ◽  
Efl Learners ◽  
The Impact

scholarly journals Iranian English as a Foreign Language (EFL) Learners’ Argumentative Writing Performance in Private Language Institutes

2015 ◽  
Vol 11 (15) ◽  
Author(s):  
Vahid Nimehchisalem ◽  
Masoud Machinchi Abbasi ◽  
Amirtohid Ebrahimzadeh ◽  
Seyed Ali Rezvani Kalajahi
Keyword(s):  
Foreign Language ◽  
Argumentative Writing ◽  
Private Language ◽  
Writing Performance ◽  
Efl Learners

scholarly journals Effect of the Comparative Continuation on L2 Writing Performance

2020 ◽  
Vol 13 (8) ◽  
pp. 27
Author(s):  
Jia-ling Han
Keyword(s):  
Foreign Language ◽  
L2 Writing ◽  
Writing Performance ◽  
Efl Learners ◽  
Input Text ◽  
Reading Materials ◽  
Language Writing ◽  
Writing Task

This study is a follow-up study of the continuation task, aiming to investigate the long-term alignment effects of the comparative continuation on L2 writing performance. The research lasted for a period of 16 weeks and employed a pretest-treatment-posttest research design. Two comparable groups of fifty-five Chinese undergraduate EFL learners participated. Both groups were assigned the same writing tasks i.e. writing an argument essay of the same topic within 30 minutes. One group was given an input text with comparative ideas before writing, while another group did not have any reading materials. After 8-week treatment, both groups received a posttest, in which the data were compared and analyzed with those of pretest. Results showed that (i) the comparative continuation task resulted in greater improvement in EFL learners&rsquo; writing performance than topic-writing task. (ii) the comparative continuation task was superior to the topic-writing task in incurring less meaning-based errors, but there was no difference in form-based errors between the two groups. The results can provide some enlightenment for teaching and research of foreign language writing.

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