The Effect of Student-Led Small-Group Discussion as a Pre-Writing Task on the Development of EFL Students' Writing

Autor/inn/en	Heidari Darani, Laya; Morady Moghaddam, Mostafa; Murray, Neil
Titel	The Effect of Student-Led Small-Group Discussion as a Pre-Writing Task on the Development of EFL Students' Writing
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 5, S.605-614 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morady Moghaddam, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00680-3
Schlagwörter	Foreign Countries; Small Group Instruction; Group Discussion; Discussion (Teaching Technique); Writing Instruction; Writing Skills; English (Second Language); Second Language Learning; Writing (Composition); Program Effectiveness; Iran + Suchen Sie Ihr Suchwort? Ausland; Gruppendiskussion; Schreibunterricht; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung
Abstract	This paper aims to investigate the impact of small-group student-led discussion as a pre-writing task on the writing performance of Iranian intermediate EFL learners. To this end, a quasi-experimental study design was employed in which 80 Iranian intermediate EFL learners were randomly assigned to experimental and control groups, with the former being required to engage in small-group student-led discussions prior to writing paragraphs on a predetermined topic. Their paragraphs were subject to analysis focussed on the components of vocabulary, grammar, content, writing mechanics, and organization. Results indicated that, following the treatment, learners' writing performance improved significantly according to raters' holistic evaluation, as well as specifically in relation to the elements of content and vocabulary. Our study indicates that the socially negotiated nature of learners' interactions can help them engage with and develop a more wide-ranging and in-depth understanding of written content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01