چکیده:
The present study sought to investigate the effect of Critical Language Awareness (CLA) on upper-intermediate EFL learners’ writing ability. Thirty-two EFL learners were selected based on their scores on a placement test and were randomly assigned to control and experimental groups. In addition to the placement test, a five-paragraph essay writing test was administered to assess the participants’ writing ability through the use of a standardized rubric consisting of five categories of critical response, development of ideas, structure of response, word choice, and mechanics. The three-stage treatment which was based on the frameworks of Wallace (1992), Fairclough (1989) and Ivanic and Simpson (1992) was offered to the experimental group in twelve sessions. The result of independent samples t-tests did not show any significant effect of the treatment on the participants’ overall writing ability; however, when the categories were considered separately, the result was statistically significant in terms of critical response. The major implication of this study is for writing instructors who need to consider critical attitudes of the EFL learners as an important factor in their instruction.
خلاصه ماشینی:
The result of independent samples t-tests did not show any significant effectof the treatmenton the participants’ overall writing ability; however, when the categories were considered separately, the result was statistically significant in terms of critical response.
Additionally, most noticeable studies,namely, Wallace (1992, 1999, & 2003), van Dijk (2001), Pirozzi (2003)and Cots (2006) focusedon critical reading and understanding of the theoretical framework of practitioners on texts; therefore, the attention hasbeen mainlyon input and possibly intake, but not much on output.
In particular, the awarenessof EFL learnerswas raisedthrough CLA-based instruction and their own identity wasencouraged on realities of sexism and racism in terms of socio- historical context to reflect critically on their writing tasks.
In a study in Iranian context, Maftoon and Sabbaghan (2010) investigated the possible effect of analysis of social practice on critical language awareness in writing course.
To this end, the following research question was proposed to be answered: Does CLA have a statistically significant effect on EFL learners’ writing ability at upper-intermediate level?
In line with this research question, the following null hypothesis was tested: H0: CLA does not have any statistically significant effect on EFL learners’ writing ability at upper-intermediate level.
Independent Samples T-Tests for the Groups’ Performance across Different Categories of the Writing Post-Test {مراجعه شود به فایل جدول الحاقی} {مراجعه شود به فایل جدول الحاقی} As Table 8 revealed, there was a statistically significant difference between the mean scores of the experimental and control groups in terms of their critical response only (p ≤ .
Utilizing the analysis of social practices to raise critical language awareness in EFL writing courses.