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" Impact of Collaborative and Individual Task Planning on EFL Writing among Persian-speaking EFL learners "
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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155552
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| Doc. No
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7629p
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| Call number
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7629
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| Main Entry
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Dousti, Elham
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| Title Proper
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Impact of Collaborative and Individual Task Planning on EFL Writing among Persian-speaking EFL learners
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| Supervisor
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; Ahmad Ameri-Golestan
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| College
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Isfahan (Khorasgan)
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| Date
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, 2015=1394
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| Degree
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M.A
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| field of study
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, Teaching English
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| College
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, Isfahan (Khorasgan)
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| student score
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, 1394/04/01, 1393/00/00
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| Page No
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xiii, 113p.
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| Note
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830
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| Abstract
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The study was intended to examine task-planning effects (collaborative and individual) on Persian-speaking EFL learners' writing performance. The study was also aimed to scrutinize the long-term effects of such planning on EFL writing. Therefore, a group of 90 high-proficiency EFL learners (18-25 years old) were placed in three groups of Collaborative Task-Planning (N=30), Individual Task-Planning (N=30), and Control (N=30). The groups all received the same materials and treatment, except for the control group. In the experimental groups, participants were asked to do task-planning collaboratively and individually. The first writing assignment was the pre-test, the eighth one was the posttest, and the last one was the delayed posttest. Brown and Bailey's (1984) scale was employed to rate the assignments. The scale includes five equally weighted criteria for rating, namely Organization, Content, Grammar, Mechanics, and Style. In addition, a total score was considered for each participant. After making sure about the inter-rater consistency, data were analyzed using one-way ANOVAs. The results indicated that while task-planning resulted in better writing performance in experimental groups in general, it did not have any effects on Content and Mechanics, and moderately effective in Grammar, as the results of the delayed posttest indicated. Nevertheless, the treatment was effective in Organization and Style. In addition, results of repeated-measures analyses indicated that both time and group played a part in Organization and Style, but no part in Grammar. As long as Content and Mechanics were concerned, results showed a positive effect of time, but not the group. Results are in line with previous research on collaborative writing, such as Doboa (2012), Johnson (2011), Shehadeh (2011), and Storch (2005). However, the study was different because it made a distinction between collaborative and individual task-planning. The study has practical implications for classroom practices and language teachers, and theoretical implications for a better understanding of sociocultural theories of second language learning..
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| Title and statement of responsibility and
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Impact of Collaborative and Individual Task Planning on EFL Writing among Persian-speaking EFL learners [Thesis]; Ahmad Ameri-Golestan
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| Internal Bibliographies/Indexes Note
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Bibliography :p. 96-105
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