چکیده:
Considering the benefits of preparation for writing in the pre-writing phase, this study attempted to examine the effects of different pre-task strategic planning activities (i.e., pre-task form-focus planning, content-focus planning, and no planning) on writing accuracy and motivation. To achieve the objectives of this study, sixty intermediate EFL learners were selected from an English language institute. They were randomly assigned into three groups, each of which included twenty participants. In order to measure the effect of strategic planning types, they were given a pretest and posttest in the form of narrative writing test and also the writing motivation questionnaire. One of the experimental groups received language focus activities, and the other one received content focus activities while the control group received no planning. After the twelve week intervention, all the groups were post tested. Results of the study based on ANCOVA showed that the form focus pre-task planning was the most effective in terms of its impact on the writing accuracy. However, it was found that there was no significant difference in the writing motivation of EFL learners who received different pre-task strategic planning activities. EFL teachers, curriculum developers and syllabus designers, and EFL learners can use the findings of this study in order to produce more accurate writings.
خلاصه ماشینی:
Effects of Pre-Task Strategic Planning on Iranian Intermediate EFL Learners’ Writing Motivation and Accuracy Masoud Zoghi1*, Lida Fakhimie Shokri2 1.
However, it was found that there was no significant difference inthe writing motivation of EFL learners who received different pre-task strategic planning activities.
Keywords: pre-task strategic planning, form- focused and content-focused activities, writing motivation and accuracy Introduction Since English is the primary language of international communication and also a storehouse of world knowledge, many people in all over the world seek to learn it.
In this study, form-focused and content-focused activities as pre-task strategic planning were examined to find out their effects on writing accuracy and motivation.
To explore the effect of the pre-task strategic planning types on EFL learners’ writing motivation and writing accuracy, the analysis of covariance (ANCOVA) was employed.
e. , there is a significant difference in the writing motivation of the EFL learners who receive different pre-task strategic planning activities (i.
e. , there is a significant difference in the writing accuracy of the EFL learners who receive different pre-task strategic planning activities (i.
Furthermore, it was necessary to follow up the ANCOVA with a post hoc test to determine which specific strategic pre-task planning type differed in terms of its effect on writing accuracy.
In contrast, the findings of this study run counter to some other researches (Kawauchi, 2005; Salimi & Fatollahnejad, 2012) in which the pre-task strategic planning had no positive effect on writing accuracy.
Form-focused activities and content-focused activities as pre-task strategic planning had equal effect on the learners’ writing motivation.