ZABANPAZHUHI (Journal of Language Research)

Current Issue

By Issue

By Author

Zabanpazhuhi

Author Index

Keyword Index

News

Journal Metrics

Publication Ethics

Editorial Board

Aims and Scope

Indexing and Abstracting

FAQ

Related Links

About Journal

Peer Review Process

Executive staff

Subject Areas

Guide for Authors

Editing English articles

Conflict of interest of the author

Commitment

Publons Registration Guide

Reviewers Journal in 1999

Reviewers 2020

List of 2021 Reviewers2021

List of 2021 Reviewers 2022

Reviewers Journal 2023

The effect of individual and collaborative writing on fluency, accuracy, and complexity of writing performance of Iranian intermediate learners: Mediating role of multimodal instruction

Document Type : Research

Authors

1 MA graduate, Department of English Teaching and Translation, Karaj branch, Islamic Azad University, Karaj, Iran

2 Associate Professor, Department of English Teaching and Translation, Karaj Branch, Islamic Azad University, Karaj; Iran

Abstract

The main purpose of the present study was to find out the possible effects of multimedia teaching on the three writing qualities of complexity, accuracy, and fluency (CAF) of the learners when writing individually or in collaboration with others. According to Cohen (2003), the way through which a learner does the task of writing is an essential factor in successful use of the cognitive and metacognitive processes associated with writing tasks, and this is, in fact, the reason why the researchers of the current inquiry focused on multimedia teaching, which means using videos, clips, movies, etc. in teaching, in carrying out this research. A further point is that as Wigglesworth and Storch (2012) asserted, students are frequently asked to work in pairs or groups to fulfill written assignments and this permits them to pool their linguistic resources since they have the opportunity to consult each other about different ideas, ways of providing the ideas, and even grammatical problems they may have in expressing the ideas.

Keywords

References
  1. Allan, D. (2007). The quick placement test. Oxford: Oxford University Press.
  2. Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.‏
  3. Bae, J., & Bachman, L. F. (2010). An investigation of four writing traits and two tasks across two languages. Language Testing, 27(2), 213-234.‏
  4. Baisov, A. S. (2021). The effectiveness of the method talk for writing in developing writing skills of EFL students. Academic Research in Educational Sciences, 2(2), 727-730.‏
  5. Barrot, J. S., & Agdeppa, J. Y. (2021). Complexity, accuracy, and fluency as indices of college-level L2 writers’ proficiency. Assessing Writing, 47(1), 1-11.‏
  6. Best, J. W., & Khan, J. V. (2006). Research in education .10nd ed. Pearson Education Inc.
  7. Brumfit, C. J. (1984). Communicative methodology in language teaching. Cambridge: Cambridge University Press.
  8. Chahkandi, F. (2021). Online Pandemic: Challenges of EFL Faculty in the Design and Implementation of Online Teaching Amid the Covid-19 Outbreak. Foreign Language Research Journal, 10(4), 706-721.
  9. Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296.‏
  10. Cohen, A. D. (2003). Learner strategy training in the development of pragmatic ability. In A. Martínez Flor, E. Usó Juan, & A. Fernández Guerra (Eds.), Pragmatic competence and foreign language teaching (pp. 93-108). Castelló de la Plana, Spain: Publicacions de la Universitat Jaume I.
  11. Crawford, W. J., Mcdonough, K., & Brun-Mercer, N. (2019). Identifying linguistic markers of collaboration in second language peer interaction: A lexico-grammatical approach. TESOL Quarterly, 53(1), 180-207.
  12. Dornyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  13. Dornyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25(1), 65-81.
  14. Dwyer, C. (1993). Multimedia in education. Educational Media International, 30(4), 193-198.‏
  15. Elfiza, R., Reszki, A. S., & Nopita, D. (2021). The effect of online written feedback through social media on student’s writing. J-SHMIC: Journal of English for Academic, 8(1), 45-54.‏
  16. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  17. Ellis, R. (2009). The differential effects of three types of task planning on the fluency,    complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474- 509.
  18. Ellis, R., & Barkhuizen, G. (2005). Analyzing Learner Language. Oxford: Oxford University Press.
  19. Fazio, L. L. (2001). The effect of corrections and commentaries on the journal writing accuracy of minority-and majority-language students. Journal of Second Language Writing, 10(4), 235-249.‏
  20. Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402-430. 
  21. Foster, P., & Skehan, P. (1996). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215-247.
  22. Gaith, G.M. (2002). The relationship between cooperative learning, perception of social support, and academic achievement. System, 30(3), 263-273.
  23. Ghahremani, D. & Azarizad, R. (2013). The effect of dynamic assessment on EFL process writing: Content and organization. International Research Journal of Applied and Basic Sciences, 4 (4), 874-878 [In Persian].
  24. Ghilami Pasand, P. G., & Haghi, E. B. (2013). Process-product approach to writing: The effect of model essays on EFL learners’ writing accuracy. International Journal of Applied Linguistics and English Literature, 2(1), 75-79 [In Persian].
  25. Hamadouche, M. (2010). Developing the writing skill through increasing learners’ awareness of the writing process: The case of second year students at the University of Constantine. University of Constantine (Master Thesis). Université Frère Mentouri, Constantine, Algeria
  26. Hang, N. T. T. (2021). Vietnamese upper-high school teachers’ views, practices, difficulties, and expectations on teaching EFL writing. Journal on English as a Foreign Language, 11(1), 1-20.‏
  27. Hayes, J. R., & Flower, L. S. (1986). Writing research and the writer. American Psychologist, 41(10), 110-126.‏
  28. Hemmeter, M. L., Meyer, S., Ault, M. J., & Collins, B. C. (1996). The effects of teacher-implemented language instruction within free time activities. Education and Training in Mental Retardation and Developmental Disabilities, 31(3), 203-212.‏
  29. Hinton, P.R., Brownlow, C., McMurray, I., & Cozens, B. (2008). SPSS explained. New York: NY 10016.
  30. Hirota, T. (1995). A discussion on conceptual model description language specific for an application domain. Journal of Information Processing Society of Japan (IPSJ), 36(5), 17-35.‏
  31. Hum, C. (2021). Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback. Journal on English as a Foreign Language, 11(1), 104-124.‏
  32. Johnson, K. & Johnson, H. (1999). Encyclopedic dictionary of applied linguistics. Massachusetts: Blackwell.
  33. Khezrlou, S. (2020). The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency. Journal of Second Language Studies, 3(1), 31-54 [In Persian].‏
  34. Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590-619.‏
  35. Leki, I. (2001). ‘A narrow thinking system’: Nonnative-English-speaking students in group projects across the curriculum. TESOL Quarterly, 35(1), 39-67.
  36. Lush, B. (2002). Writing errors: A study of Thai students' writing errors. Thai TESOL Bulletin, 15(1), 75-82.‏
  37. Mashhadi, J., Ahmadi, H., & Rajabi, P. (2021). Impact of computer concept-mapping instruction on Iranian EFL learners’ writing performance: Complexity and accuracy in focus. International Journal of Foreign Language Teaching and Research, 9(35), 131-139 [In Persian].‏
  38. Matos, F. (2021). Collaborative writing as a bridge from peer discourse to individual argumentative writing. Reading and Writing, 34(5), 1321-1342.‏
  39. Morse, J. (2003). A review committee’s guide for evaluating qualitative proposals. Qualitative Health Research, 13(6), 833-851.
  40. Naughton, D. (2006). Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. Modern Language Journal, 90(2), 169-184.
  41. Oxford, R. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. Modern Language Journal, 81(1), 443-456.
  42. Pallant, J. (2011). SPSS survival manual. McGraw-Hill Education.
  43. Parrella, J., Leggette, H., & Redwine, T. (2021). Measuring the correlation between digital media usage and students’ perceived writing ability: Are they related? Research in Learning Technology, 29(2), 250-276.‏
  44. Pérez, P., & Alexánder, L. (2013). Unveiling social awareness through literacy practices in an EFL class. Colombian Applied Linguistics Journal, 15(2), 184-204.
  45. Pham, V. P. H. (2021). The effects of collaborative writing on students’ writing fluency: An efficient framework for collaborative writing. SAGE Open, 11(1), 2158244021998363.‏
  46. Pourdana, N., & Mohamadi Zenouzagh, Z. (2021). Feedback Types, Negotiation of Meaning, and Negotiation of Form in Multimodal and Text-based Computer-Mediated English Collaborative Writing. Foreign Language Research Journal, 11(3), 453-471 [In Persian].
  47. Rahma, H., Leng, C. O., & Mashudi, R. (2020). Innovative Educational Practice for Impactful Teaching Strategies through Scaffolding Method. Asian Journal of University Education, 16(4), 53-60.‏
  48. Safdari, M. (2021). Contributions of Edmodo social learning network to Iranian EFL learners' writing accuracy. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 355-373 [In Persian].
  49. Sahragard, R. & Mallahi, O. (2014). Relationship between Iranian EFL learners' language learning Styles, Writing proficiency and self-assessment. Social and Behavioral Sciences, 98(1), 1611–1620 [In Persian].
  50. Saslow, J. and Ascher, A. (2006). Top Notch series: English for today’s world. White
    Plains, New York: Pearson Education.
  51. Sharples, M., Goodlet, J., & Pymberton, L. (1989). Developing a writer's assistant. In N. Williams & P. Holt (Eds.), Computers and writing (pp. 22-37). Oxford: Blackwell.
  52. Skehan, P. (1996). A framework for the implementation of task based instruction. Applied Linguistics, 17(1), 38- 62. doi: 10.1093/applin/17.1.38.
  53. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  54. Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185-211.‏
  55. Storch, N. (1998). A classroom-based study: Insights from a collaborative text reconstruction task. ELT Journal, 52(4), 291-300.
  56. Storch, N. (1999). Are two heads better than one? Pair work and grammatical accuracy. System, 27(3), 363-374.
  57. Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173.
  58. Strauss, P. & U, A. (2007). Group assessments: Dilemmas facing lecturers in multicultural tertiary classrooms. Higher Education Research & Development, 26 (2), 147-161. https://doi.org/10.1080/07294360701310789.
  59. Taghinezhad, A., Ayatollahi, M. A., & Azadikhah, m. (2017). Interactive versus collaborative writing instruction: An experimental study. Journal of Modern Research in English Language Studies, 4(3), 1-18 [In Persian].
  60. Villamil, O. S., & de Guerrero, M. C. M. (1996). Peer revision in the L2 classroom: Social cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5(2), 51–75.
  61. Wang, Y. (2004). Supporting synchronous distance language learning with desktop videoconferencing. Language Learning & Technology, 8(3), 90-121.‏
  62. Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466.
  63. Wigglesworth, G., & Storch, N. (2012). What role for collaboration in writing and writing Feedback?. Journal of Second Language Writing, 21(4), 364-374.
ZABANPAZHUHI (Journal of Language Research)
Volume 14, Issue 44 - Serial Number 44
September 2022
Pages 115-144
Files
Share
How to cite
Statistics