چکیده:
This quasi-experimental study investigated the instructional efficacy of genre-based
approach on Iranian EFL learners motivation for writing. Out of 180 participants,
60 EFL male and female students at university level, with the age range of 19-28,
based on a standard profeciency test, Preliminary English Test (PET), were selected
and randomly assigned into control and experimental groups. Each group contained
30 students for which a pre-test and post-test (as motivation for writing
questionnaire) were administered. The teaching materials of narrative texts were
prepared in a way to conform to the genere-based approach. The results of the study,
based on statistical analysis of one way of ANOVA, indicated that the genre-based
methodology had significant effects on Iranian EFL learnersmotivation for writing.
The finding is very useful for Applied Linguists and syllabus designers as well as
language teachers and learners.
خلاصه ماشینی:
The Impact of Genre-based Instruction of Narrative Texts on Iranian EFL Learners¶ Motivation for Writing Payman Rezvani* (Corresponding Author), Assistant professor of Applied Linguistics, Mahabad Branch, Islamic Azad University, Mahabad, Iran Email: Payman.
ca Abstract This quasi-experimental study investigated the instructional efficacy of genre-based approach on Iranian EFL learners¶ motivation for writing.
Is there any difference between the experimental group, Genre-based instruction (G), and the control group, in terms of motivation for writing?
According to the above-mentioned research question, the following null hypothesis is considered for the above question: H0: There is no difference between the experimental group, Genre-based instruction (G), and the control group, in terms of motivation for writing.
However, motivation is an important aspect to be considered when learning a second language as it can determine success or failure in 232 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 7, Issue 1, Winter and Spring, 2019, pp.
Considering the concepts of integrative and instrumental motivation, Lightbown and Spada, (2000, as cited in Khodashenas, 2013) identified that integrative motivation refers to language 233 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 7, Issue 1, Winter and Spring, 2019, pp.
The means of motivation for writing scores in post-test without 236 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 7, Issue 1, Winter and Spring, 2019, pp.