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The Impact of Strategy-Based Instruction via Webfolio Assessment on IELTS Academic Writing of Iranian EFL Learners

Name: The Impact of Strategy-Based Instruction via Webfolio Assessment on IELTS Academic Writing of Iranian EFL Learners
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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.

دسته: زبان خارجه, زبان خارجه برچسب: The Impact of Strategy-Based Instruction via Webfolio Assessment on IELTS Academic Writing of Iranian EFL Learners

توضیحات

Chapter 1: Introduction
1.1. Overview		8
1.2. Statement of the Problem and Purpose of the Study		13
1.3. Research Questions and Hypotheses		14
1.4. Significance of the Study		15
1.5. Definition of Key Terms		17
1.6. Limitations and Delimitations of the Study		21
Chapter 2: Review of the Related Literature
2.1. Overview		23
2.2. Writing		24
2.3. Approaches Related to ESL Writing Strategies		26
2.4. Major Models of Writing Process Theory		27
	2.4.1. Cognitive Model (Flower-Hayes Model)	27
	2.4.2. Social Model	28
	2.4.3. Expressivist Model	29
2.5. Taxonomy of Language Learning Strategies		30
2.6. Strategy Based Instruction (SBI) and its Frameworks		33
2.7. Writing Strategies		34
2.8. Traditional Assessment		35
2.8.1 Benefits and Drawbacks of Traditional Assessment		36
2.9. Alternative Assessment		38
2.9.1 Benefits and Drawbacks of Alternative Assessment		39
2.10. Portfolio		41
2.11. Portfolio Assessment		43
2.12. Webfolio		45
2.13. A Comparative study of Webfolio and Paper Portfolios		46
Chapter 3:Methodology
3.1. Overview		49
3.2. Design		49
3.3. Participants		50
3.4. Instrumentation		50
3.4.1. Interchange Placement Test		51
3.4.2. Writing Strategies Questionnaire		52
3.4.3. IELTS Academic Writing Tests as Pretest and Posttest		53
3.4.4. Teaching Materials		53
3.4.5. Weblogs		54
3.5. Data Collecting Procedure		54
3.6. Data Analysis		63
Chapter 4:Data Analysis and Discussion
4.1. Overview		64
4.2. Restatement of the Problem		64
4.3. Homogenizing the Participants		65
4.4. Writing Strategy Questionnaires		65
4.5. Descriptive Statistics Pretest and posttest Academic Writing		66
4.6. Pretest Academic Writing		67
4.7. Posttest Academic Writing		68
4.8. Discussion of Results		72
Chapter 5:Conclusion and Pedagogical Implications
5.1. Overview		75
5.2. Conclusions		76
5.3. Pedagogical Implications of the Study		77
5.4. Suggestions for Further Research		80
References		82
Appendixes		96

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

Chapter 1: Introduction

1.1. Overview

8

1.2. Statement of the Problem and Purpose of the Study

13

1.3. Research Questions and Hypotheses

14

1.4. Significance of the Study

15

1.5. Definition of Key Terms

17

1.6. Limitations and Delimitations of the Study

21

Chapter 2: Review of the Related Literature

2.1. Overview

23

2.2. Writing

24

2.3. Approaches Related to ESL Writing Strategies

26

2.4. Major Models of Writing Process Theory

27

2.4.1. Cognitive Model (Flower-Hayes Model)

27

2.4.2. Social Model

28

2.4.3. Expressivist Model

29

2.5. Taxonomy of Language Learning Strategies

30

2.6. Strategy Based Instruction (SBI) and its Frameworks

33

2.7. Writing Strategies

34

2.8. Traditional Assessment

35

2.8.1 Benefits and Drawbacks of Traditional Assessment

36

2.9. Alternative Assessment

38

2.9.1 Benefits and Drawbacks of Alternative Assessment

39

2.10. Portfolio

41

2.11. Portfolio Assessment

43

2.12. Webfolio

45

2.13. A Comparative study of Webfolio and Paper Portfolios

46

Chapter 3:Methodology

3.1. Overview

49

3.2. Design

49

3.3. Participants

50

3.4. Instrumentation

50

3.4.1. Interchange Placement Test

51

3.4.2. Writing Strategies Questionnaire

52

3.4.3. IELTS Academic Writing Tests as Pretest and Posttest

53

3.4.4. Teaching Materials

53

3.4.5. Weblogs

54

3.5. Data Collecting Procedure

54

3.6. Data Analysis

63

Chapter 4:Data Analysis and Discussion

4.1. Overview