Effects of Timing and Availability of Isolated FFI on Learners' Written Accuracy and Fluency through Task Repetition

Autor/in	Khezrlou, Sima
Titel	Effects of Timing and Availability of Isolated FFI on Learners' Written Accuracy and Fluency through Task Repetition
Quelle	In: Language Learning Journal, 49 (2021) 5, S.568-580 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1656765
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Accuracy; Comparative Analysis; Task Analysis; Language Fluency; Writing (Composition); Grammar; Prewriting; Adult Students; Foreign Countries; Language Proficiency; Language Tests; Writing Instruction; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Language skill; Language skills; Sprachkompetenz; Schreibübung; Grammatik; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Language test; Sprachtest; Schreibunterricht
Abstract	The current study explores whether form-focused instruction with different timing and availability conditions can be used with repetitive writing tasks to enhance grammatical accuracy and fluency. Sixty-one intermediate English as a foreign language (EFL) learners performed three text reconstruction tasks: Task 1, Repeat Task, New Task, and Delayed Task. At the repeat performance, participants received either no explicit instruction (EI) (control), pre-writing EI (pre-EI), pre-writing EI also available during task enactment (pre + online-EI) or post-writing EI (post-EI). The results revealed that task repetition in the control group and to a greater extent in the experimental groups led to enhanced written accuracy and fluency. Concerning accuracy, the pre + online-EI group outperformed all other groups and showed a gradual decrease subsequently. In contrast, the pre-EI and post-EI groups were not found to be different and their enhanced repeat performance declined sharply afterwards. Written fluency flourished and was maintained in the post-EI group followed by the pre-EI and control groups. There were no significant changes in the pre + online-EI learners' written fluency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01