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گواهی نمایه سازی مقاله The Impact of Providing Background Information via E-Mail by the Teacher and Writing E-mail by the Students on Iranian EFL Learners’ Writing Ability

عنوان مقاله: The Impact of Providing Background Information via E-Mail by the Teacher and Writing E-mail by the Students on Iranian EFL Learners’ Writing Ability
شناسه (COI) مقاله: TELT01_243
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Malek Hashemi - Kish International Branch, Islamic Azad University, Kish Island, Iran

خلاصه مقاله:
In the second half of the 20th century, education technologies were one of the most developed areas in the world. Computers, which have entered the school life in the late 1950s in developed countries, are still developing day by day throughout the world. Today, they have become more powerful, faster, easier to use, more convenient and cheaper, and they can process and store much more data, as well. The present study aimed to determine whether providing background information via e-mail by the teacher and writing e-mail by the students is effective in learners’ writing ability. The participants of this study were a sample of 150 EFL advanced male and female learners whose ages ranged between 25 and 40 at Iran Language Institute, different branches, in Tehran, but just 100 of those students whose proficiency levels seem to be nearly the same were chosen as the main participants through the placement test of Oxford English Language Placement Test (OELPT). Participants were randomly assign into two groups of experimental and control, each consisting of 50 students. Later on, both groups were divided in to two smaller groups of male and female students, each consisting of 25 students. After the administration of the proficiency test, all groups were assigned to write topic 1 as the pre-test Next, the teacher involved the learners in the new instruction (treatment). During writing topics 2, 3, 4, 5, 6, and 7 experimental groups’ background knowledge was activated through e-mail before writing and e-mailing topics while the control groups received no background knowledge activation through e-mail. After the treatment was given to the experimental group, the students in all groups were required to write another composition about the last topic, topic 8. Again, in this phase, none of the groups received any background information. The results indicated that providing background information via e-mail by the teacher and writing e-mail by the students significantly improves learners’ writing ability. The present study has really got some valuable results and surely can provide some enlightenment to EFL writing learning and teaching in Iran. As a general suggestion, we can say that language teachers should include more forms of activating background information via e-mail into their curricula if they want to assess the real development of their students

کلمات کلیدی:
Computer-assisted language learning, Computer-mediated communication, Asynchronous computer-mediated communication, Synchronous computer-mediated communication, Writing, Background Information, Holistic Scoring

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