A Comparative Study on Mentor Text Modelling and Common Approaches to Teaching Writing in Iranian EFL Context

Autor/inn/en	Liaghat, Farahnaz; Biria, Reza
Titel	A Comparative Study on Mentor Text Modelling and Common Approaches to Teaching Writing in Iranian EFL Context
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.701-720 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Comparative Analysis; Teaching Methods; Writing Instruction; Second Language Instruction; English (Second Language); Accuracy; Writing Skills; Language Fluency; Cognitive Processes; Difficulty Level; Statistical Analysis; Language Proficiency; Language Tests; Multiple Choice Tests; Second Language Learning; Writing Tests; Pretests Posttests; Correlation; Process Approach (Writing); Modeling (Psychology); Instructional Effectiveness; College Entrance Examinations; Graduate Study; College Students; Iran (Tehran); Test of English as a Foreign Language; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Writing skill; Schreibfertigkeit; Language skill; Language skills; Sprachkompetenz; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Statistische Analyse; Language test; Sprachtest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Zweitsprachenerwerb; Writing test; Schreibtest; Korrelation; Prozessorientiertes Schreiben; Modeling; Modelling; Modellierung; Unterrichtserfolg; Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Collegestudent
Abstract	This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL learners in three comparison groups were taught English writing adopting one of the three approaches enumerated above. To investigate any changes in the learners' performance as a result of the study course, their fluency and accuracy in writing tasks with high, moderate, and low cognitive complexity levels were gauged before and after the training. Based on the results of covariate analysis, mentor text modelling yielded higher degree of fluency compared to a product-based approach; however, the approach was found to be inferior to a process-based approach in terms of enhancing fluency in writing. Additionally, Mentor text modelling was found to be as effective as a product-based approach, and at the same time, more effective than a process-based approach in improving accuracy, regardless of the writing tasks' cognitive complexity level. The findings may have several implications for EFL teachers and course designers interested in developing writing syllabuses. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01