Chapter 1: Introduction |
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1.1. Overview |
8 |
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1.2. Statement of the Problem and Purpose of the Study |
13 |
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1.3. Research Questions and Hypotheses |
14 |
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1.4. Significance of the Study |
15 |
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1.5. Definition of Key Terms |
17 |
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1.6. Limitations and Delimitations of the Study |
21 |
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Chapter 2: Review of the Related Literature |
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2.1. Overview |
23 |
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2.2. Writing |
24 |
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2.3. Approaches Related to ESL Writing Strategies |
26 |
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2.4. Major Models of Writing Process Theory |
27 |
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2.4.1. Cognitive Model (Flower-Hayes Model) |
27 |
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2.4.2. Social Model |
28 |
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2.4.3. Expressivist Model |
29 |
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2.5. Taxonomy of Language Learning Strategies |
30 |
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2.6. Strategy Based Instruction (SBI) and its Frameworks |
33 |
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2.7. Writing Strategies |
34 |
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2.8. Traditional Assessment |
35 |
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2.8.1 Benefits and Drawbacks of Traditional Assessment |
36 |
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2.9. Alternative Assessment |
38 |
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2.9.1 Benefits and Drawbacks of Alternative Assessment |
39 |
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2.10. Portfolio |
41 |
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2.11. Portfolio Assessment |
43 |
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2.12. Webfolio |
45 |
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2.13. A Comparative study of Webfolio and Paper Portfolios |
46 |
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Chapter 3:Methodology |
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3.1. Overview |
49 |
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3.2. Design |
49 |
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3.3. Participants |
50 |
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3.4. Instrumentation |
50 |
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3.4.1. Interchange Placement Test |
51 |
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3.4.2. Writing Strategies Questionnaire |
52 |
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3.4.3. IELTS Academic Writing Tests as Pretest and Posttest |
53 |
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3.4.4. Teaching Materials |
53 |
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3.4.5. Weblogs |
54 |
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3.5. Data Collecting Procedure |
54 |
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3.6. Data Analysis |
63 |
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Chapter 4:Data Analysis and Discussion |
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4.1. Overview |
64 |
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4.2. Restatement of the Problem |
64 |
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4.3. Homogenizing the Participants |
65 |
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4.4. Writing Strategy Questionnaires |
65 |
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4.5. Descriptive Statistics Pretest and posttest Academic Writing |
66 |
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4.6. Pretest Academic Writing |
67 |
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4.7. Posttest Academic Writing |
68 |
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4.8. Discussion of Results |
72 |
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Chapter 5:Conclusion and Pedagogical Implications |
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5.1. Overview |
75 |
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5.2. Conclusions |
76 |
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5.3. Pedagogical Implications of the Study |
77 |
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5.4. Suggestions for Further Research |
80 |
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References |
82 |
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Appendixes |
96 |
%40تخفیف
The Impact of Strategy-Based Instruction via Webfolio Assessment on IELTS Academic Writing of Iranian EFL Learners
تعداد91صفحه در فایل word
M.A. Degree in Teaching English as Foreign Language (TEFL)
The Impact of Strategy-Based Instruction via Webfolio Assessment on IELTS Academic Writing of Iranian EFL Learners
Abstract
This study employed webfolio assessment system to investigate how the use of blogs within a portfolio framework in Iranian EFL writing classes which implemented Strategies-Based Instruction (SBI) affects writing proficiency. For the purpose of this study, 45 advance female learners were divided into three groups: webfolio, paper-based portfolio and non- portfolio writing classes. Two IELTS academic writing tasks adopted from Cambridge IELTS 8 were administered as pretest and posttest phase of study to the experimental groups in order to find the difference in the writing of the learners prior to the treatment and then at the outset of the study. The pre-post tests were administered along with a writing strategies questionnaire (Petric & Czarl, 2003) to find the differences in using strategies before and after the treatment. In all three groups, the procedure used for teaching writing was the same, including writing first, second and last drafts, and focusing on the writing process. The difference among the three groups was that the experimental groups received strategy-based instruction as well, whereas the comparison group did not. Also, the webfolio group utilized weblogs for their portfolios. Six writing strategies were employed in the experimental groups, comprising: setting the context, webbing and mapping, writing the main idea, supporting the main idea, editing, and proofreading without partners. Analyzing the performance of webfolio, paper-based portfolio, and the comparison groups showed that utilizing webfolio assessment system had significant effect on the writing ability of Iranian EFL learners in comparison with paper-based portfolio assessing system. Also using writing strategies significantly effects on the IELTS academic writing of Iranian EFL learners in comparison with non-strategy based instruction.
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