Enhancing Written Performance in EFL Context: Using Grammar- Focused and Vocabulary- Focused Pre-tasks and Task Repetition
Keywords:
grammar-focused pre-task activities, vocabulary-focused pre-task activities, non-focused pre-task activities, task repetition
Abstract
The dominant purpose of this paper is to investigate the impact of grammar-focused and vocabulary-focused pre-tasks and task repetition on Iranian EFL learners’ written performance. Grammar-focused and vocabulary-focused pre-tasks are said to promote learning and prepare students to complete the tasks more effectively. Task repetition is also suggested to help improve learners’ performance in TBLT settings. Forty-five intermediate adult male learners participated in this study. They were randomly divided into two experimental and one control groups. In order to collect the data needed for this piece of research first a demographic questionnaire was used to collect the students’ personal information. Then English writing proficiency test was run to make sure that the participants were homogeneous. And finally, IELTS written tasks were employed to measure the participants’ written performance. Different statistical procedures such as Pearson’s correlation, One-Way ANOVA, post-hoc tests, and paired sample t-tests were employed to analyze the collected data. The results of data analyses indicated that 1) the participants enjoyed the same level of English writing proficiency prior to the implementation of the study, 2) the experimental group learners performed significantly better than the control group learners in terms of foreign language writing, and 3) task repetition had a significant influence on learners’ written performance. It was concluded that both grammar-focused and vocabulary-focused pre-task activities have a significant and positive influence on Iranian EFL learners’ L2 writing performance. Task-repetition was also concluded to have a positive influence on students’ writing performance. The results of this research have clear implications for Iranian foreign language teachers and researchers to employ grammar-focused and vocabulary-focused pre-tasks in their endeavors.
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References
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Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 229-246. DOI: 10.1111/j.1473-4192.2009.00231.x Available online at http://unacunningham.com/tecs351/misunderstandings.pdf
Ellis, R. (2012). Language Teaching Research & Language Pedagogy. Hoboken: Wiley-Blackwell.
Ellis. R., & Yuan, F. (2003). The Effects of Pre‐Task Planning and On‐Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24(1), 1-27. Available online at https://sangu.ge/images/Linguistics_1.pdf. DOI: 10.1093/applin/24.1.1
Foster, P & Skehan, P. (1996). The Influence of Planning and Task Type on Second Language Performance. Studies in second language acquisition, 18(3), 299-323. DOI: 10.1017/S0272263100015047.
Foster, P. (1999). Task-Based Learning and Pedagogy, Key Concepts in ELT. ELT Journal, 53(1), 69-70. doi:https://doi.org/10.1093/elt/53.1.69
Gass, S., Mackey, A., Alvarez-Torres, M. J., &Fernández-García, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549- 581. DOI: 10.1111/0023-8333.0010
Ghavamnia, M., Tavakoli, M., &Esteki, M. (2012). The Effect of Pre-Task and Online Planning Conditions on Complexity, Accuracy, and Fluency on EFL Learners’ Written Production. PORTAL LINGUARUML 20, 31-43. Retrieved from: http://www.ugr.es/~portalin/articulos/PL_numero20/2%20%20Maeded.pdf
Indrarathne, B. (2013, November/December). Effects of task repetition on written language production in Task Based Language Teaching. Paper from the 8th Lancaster University Postgraduate Conference in Linguistics & Language Teaching. Lancaster: Lancaster University. Retrieved from: http://www.lancaster.ac.uk/fass/
Kuhi, D., AslRasuli, M., &Deylami, Z. (2014). The Effect of Type of Writing on Accuracy, Fluency and Complexity across Proficiency. Procedia - Social and Behavioral Sciences, 98(6), 1036-1045. Available online at www.sciencedirect.comhttps://doi.org/10.1016/j.sbspro.2014.03.514
Kuiken, F., &Vedder, I. (2008). Cognitive Task Complexity and Written Output in Italian and French as a Foreign Language. Journal of Second Language Writing, 17(1), 48-60. https://doi.org/10.1016/j.jslw.2007.08.003
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in cross-culturalperspective (pp. 39-52). Amsterdam: John Benjamin. http://dx.doi.org/10.1075/sibil.2.07lon
Long, M. H. (1985). A role for instruction in second language acquisition: task-based language teaching. In Hyltenstam, K., &Pienemann, M. (Eds.), Modeling and assessing second language development (pp. 77-99). Clevedon, Avon: Multilingual Matters.
Long, M. H. (1985). Input and second language acquisition theory. In S. Gass and C. Madden (Eds.), Input and second language acquisition (pp. 377-93). Rowley, Mass.: Newbury House.
Long, M. H., & Crookes, G. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly. 26(1), 27-56. DOI: 10.2307/3587368
McCarter, S., &Whitby, N. (2007). Improve Your IELTS - Writing Skills. Oxford, UK: Macmillan Education.
NateghiMoghadam, N., &Gholami-Mehrdad, A. (2015). The Effect of Post -Task Activity on EFL Learners’ Writing Fluency, Writing Complexity and Grammatical Accuracy, International Journal of Educational Investigations, 2(3), 126-138. Available online at www.ijeionline.com
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning, (pp. 192-203). London: Longman.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Ong, J., & Zhang, L. J. (2010). Effects of Task Complexity on the Fluency and Lexical Complexity in EFL Students' Argumentative Writing. Journal of Second Language Writing, 19(4), 218-233. https://doi.org/10.1016/j.jslw.2010.10.003
Osuka, N., & Yamamoto, A. (2005). Grammar teaching using form-focused tasks. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 ConferenceProceedings. Tokyo: JALT. Retrieved from: http://jalt-publications.org/archive/proceedings/2004/E139.pdf
Othman, J. (2008). Using Focus on Form Instruction in the Teaching and Learning of Grammar in a Malaysian Classroom. THE JOURNAL OF ASIA TEFL, 5(2), 93-115.
Pakbaz, R., &Rezai, M. J. (2015). The Effect of Task Repetition and Consciousness-Raising on Iranian L2 learners' Writing Performance. International Journal of Language and Applied Linguistics, 1(2), 49-57. Retrieved from: https://pdfs.semanticscholar.org/7c87/c93fcb0746ddb62242c6584c2f7b8595f10a.pdf
Parviz, M., &Gorjian, B. (2013). The Effect of Form-Focused Instruction (FFI) on Teaching English Grammar to Iranian Learners at the Intermediate Level. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(4), 450-462. Retrieved from: http://www.ijllalw.org/finalversion4434.pdf
Pishadast, A. (2015). Form-Focused Task-based Instruction: An Integrative Approach to Vocabulary Learning. International Journal of Educational Investigations, 2(6), 78-87. Available online at www.ijeionline.com
Prabhu, N. S. (1987). Second language Pedagogy. Oxford: Oxford University Press.
Rahimpour, M., Salimi, A., &Farrokhi, F. (2012). The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy. Theory and Practice in Language Studies, 2(11), 2277-2283. Retrieved from http://www.academypublication.com/issues/past/tpls/vol02/11/07.pdf doi:10.4304/tpls.2.11.2277-2283
Richards, J., &Renandya, W. (Eds.), (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. Available online at https://www.academia.edu
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
Salimi, A., Bonyadi, A., Asghari, A. (2014). The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels. Theory and Practice in Language Studies, 4(4), 829-838. Retrieved from http://www.academypublication.com/issues/past/tpls/vol04/04/25.pdf
Sholihah, U. (2010). Improving students’ writing ability using Task-based language teaching (TBLT)(A Classroom Action Research at the Students of Class X TKJ 1 SMKN 2 Sragen in the 2010/2011 Academic Year). (Graduate School Program). SebelasMaret University, English Education Department, Surakarta, Indonesia.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62. Available online at https://www.researchgate.nethttps://doi.org/10.1093/applin/17.1.38
Skehan, P. (2003). Task¬-based instruction. Language Teaching, 36(1), 1-¬14. DOI: 10.1017/S026144480200188X
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185-211. DOI: 10.1177/136216889700100302
Sogutlu, E., &Veliaj-Ostrosi, M. (2016, February). Form-Focused Instruction Effectiveness of Conscious-Raising Tasks and Direct Grammar Instruction in EFL Learning. Paper presented at 3rd International Conference on Education and Social Sciences, Istanbul, Turkey. Available online at http://www.ocerint.org/intcess16_epublication/papers/74.pdf
Spada, N., Jessop, L., Tomita, Y., Suzuki, W., &Valeo, A. (2014). Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453-473. Available online at https://www.researchgate.net/ DOI: 10.1177/1362168813519883
Tai, H. (2015). Writing Development in Syntactic Complexity, Accuracy and Fluency in a Content and Language Integrated Learning Class. International Journal of Language and Linguistics, 2(3), 149-156. Retrieved from: https://blog.ufes.br/kyriafinardi/
White, R. H. (2014). Lexical richness in adolescent writing, insights from the classroom: an L1 vocabulary development study. (MA thesis). Victoria University of Wellington Retrieved from: http://researcharchive.vuw.ac.nz/xmlui/
Zhu-Xiu, T. (2016). How Wide Is the Gulp between Task-Based Language Teaching and Focus on Form in Chinese EFL Context? International Journal of English Language, Literature and Humanities, 4(5), 115-129.
Zohrabi, M., &Rezaie, P. (2012). The Role of Form-focused Feedback on Developing Students’ Writing Skill. Theory and Practice in Language Studies, 2(7), 1514-1519. Retrieved from: http://www.academypublication.com/issues/past/tpls/vol02/07/26.pdfdoi:10.4304/tpls.2.7.1514-1519
Byrnes, H., &Manchón, R. (Eds.). (2014). Task-based language learning: Insights from and for L2 writing. Amsterdam, Netherlands; Philadelphia, Pennsylvania: John Benjamins Publishing Company.
Ebrahimi, S., Rezvani, E., &Kheirzadeh, Sh. (2015). Teaching Grammar through FormS Focused and Form Focused Instruction: The Case of Teaching Conditional Sentences to Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(1), 10-25. Retrieved from: http://www.jallr.com/index.php/JALLR/article/viewFile/17/pdf_16
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford, UK: Oxford University Press
Ellis, R. (2004). The Definition and Measurement of L2 Explicit Knowledge. Language Learning:A Journal of Research in Language Studies, 54(2), 227-275. DOI: 10.1111/j.14679922.2004.00255.x
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 229-246. DOI: 10.1111/j.1473-4192.2009.00231.x Available online at http://unacunningham.com/tecs351/misunderstandings.pdf
Ellis, R. (2012). Language Teaching Research & Language Pedagogy. Hoboken: Wiley-Blackwell.
Ellis. R., & Yuan, F. (2003). The Effects of Pre‐Task Planning and On‐Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24(1), 1-27. Available online at https://sangu.ge/images/Linguistics_1.pdf. DOI: 10.1093/applin/24.1.1
Foster, P & Skehan, P. (1996). The Influence of Planning and Task Type on Second Language Performance. Studies in second language acquisition, 18(3), 299-323. DOI: 10.1017/S0272263100015047.
Foster, P. (1999). Task-Based Learning and Pedagogy, Key Concepts in ELT. ELT Journal, 53(1), 69-70. doi:https://doi.org/10.1093/elt/53.1.69
Gass, S., Mackey, A., Alvarez-Torres, M. J., &Fernández-García, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549- 581. DOI: 10.1111/0023-8333.0010
Ghavamnia, M., Tavakoli, M., &Esteki, M. (2012). The Effect of Pre-Task and Online Planning Conditions on Complexity, Accuracy, and Fluency on EFL Learners’ Written Production. PORTAL LINGUARUML 20, 31-43. Retrieved from: http://www.ugr.es/~portalin/articulos/PL_numero20/2%20%20Maeded.pdf
Indrarathne, B. (2013, November/December). Effects of task repetition on written language production in Task Based Language Teaching. Paper from the 8th Lancaster University Postgraduate Conference in Linguistics & Language Teaching. Lancaster: Lancaster University. Retrieved from: http://www.lancaster.ac.uk/fass/
Kuhi, D., AslRasuli, M., &Deylami, Z. (2014). The Effect of Type of Writing on Accuracy, Fluency and Complexity across Proficiency. Procedia - Social and Behavioral Sciences, 98(6), 1036-1045. Available online at www.sciencedirect.comhttps://doi.org/10.1016/j.sbspro.2014.03.514
Kuiken, F., &Vedder, I. (2008). Cognitive Task Complexity and Written Output in Italian and French as a Foreign Language. Journal of Second Language Writing, 17(1), 48-60. https://doi.org/10.1016/j.jslw.2007.08.003
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in cross-culturalperspective (pp. 39-52). Amsterdam: John Benjamin. http://dx.doi.org/10.1075/sibil.2.07lon
Long, M. H. (1985). A role for instruction in second language acquisition: task-based language teaching. In Hyltenstam, K., &Pienemann, M. (Eds.), Modeling and assessing second language development (pp. 77-99). Clevedon, Avon: Multilingual Matters.
Long, M. H. (1985). Input and second language acquisition theory. In S. Gass and C. Madden (Eds.), Input and second language acquisition (pp. 377-93). Rowley, Mass.: Newbury House.
Long, M. H., & Crookes, G. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly. 26(1), 27-56. DOI: 10.2307/3587368
McCarter, S., &Whitby, N. (2007). Improve Your IELTS - Writing Skills. Oxford, UK: Macmillan Education.
NateghiMoghadam, N., &Gholami-Mehrdad, A. (2015). The Effect of Post -Task Activity on EFL Learners’ Writing Fluency, Writing Complexity and Grammatical Accuracy, International Journal of Educational Investigations, 2(3), 126-138. Available online at www.ijeionline.com
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning, (pp. 192-203). London: Longman.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Ong, J., & Zhang, L. J. (2010). Effects of Task Complexity on the Fluency and Lexical Complexity in EFL Students' Argumentative Writing. Journal of Second Language Writing, 19(4), 218-233. https://doi.org/10.1016/j.jslw.2010.10.003
Osuka, N., & Yamamoto, A. (2005). Grammar teaching using form-focused tasks. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 ConferenceProceedings. Tokyo: JALT. Retrieved from: http://jalt-publications.org/archive/proceedings/2004/E139.pdf
Othman, J. (2008). Using Focus on Form Instruction in the Teaching and Learning of Grammar in a Malaysian Classroom. THE JOURNAL OF ASIA TEFL, 5(2), 93-115.
Pakbaz, R., &Rezai, M. J. (2015). The Effect of Task Repetition and Consciousness-Raising on Iranian L2 learners' Writing Performance. International Journal of Language and Applied Linguistics, 1(2), 49-57. Retrieved from: https://pdfs.semanticscholar.org/7c87/c93fcb0746ddb62242c6584c2f7b8595f10a.pdf
Parviz, M., &Gorjian, B. (2013). The Effect of Form-Focused Instruction (FFI) on Teaching English Grammar to Iranian Learners at the Intermediate Level. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(4), 450-462. Retrieved from: http://www.ijllalw.org/finalversion4434.pdf
Pishadast, A. (2015). Form-Focused Task-based Instruction: An Integrative Approach to Vocabulary Learning. International Journal of Educational Investigations, 2(6), 78-87. Available online at www.ijeionline.com
Prabhu, N. S. (1987). Second language Pedagogy. Oxford: Oxford University Press.
Rahimpour, M., Salimi, A., &Farrokhi, F. (2012). The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy. Theory and Practice in Language Studies, 2(11), 2277-2283. Retrieved from http://www.academypublication.com/issues/past/tpls/vol02/11/07.pdf doi:10.4304/tpls.2.11.2277-2283
Richards, J., &Renandya, W. (Eds.), (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. Available online at https://www.academia.edu
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
Salimi, A., Bonyadi, A., Asghari, A. (2014). The Effect of Focus on Form on EFL Learners’ Written Task Accuracy across Different Proficiency Levels. Theory and Practice in Language Studies, 4(4), 829-838. Retrieved from http://www.academypublication.com/issues/past/tpls/vol04/04/25.pdf
Sholihah, U. (2010). Improving students’ writing ability using Task-based language teaching (TBLT)(A Classroom Action Research at the Students of Class X TKJ 1 SMKN 2 Sragen in the 2010/2011 Academic Year). (Graduate School Program). SebelasMaret University, English Education Department, Surakarta, Indonesia.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62. Available online at https://www.researchgate.nethttps://doi.org/10.1093/applin/17.1.38
Skehan, P. (2003). Task¬-based instruction. Language Teaching, 36(1), 1-¬14. DOI: 10.1017/S026144480200188X
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185-211. DOI: 10.1177/136216889700100302
Sogutlu, E., &Veliaj-Ostrosi, M. (2016, February). Form-Focused Instruction Effectiveness of Conscious-Raising Tasks and Direct Grammar Instruction in EFL Learning. Paper presented at 3rd International Conference on Education and Social Sciences, Istanbul, Turkey. Available online at http://www.ocerint.org/intcess16_epublication/papers/74.pdf
Spada, N., Jessop, L., Tomita, Y., Suzuki, W., &Valeo, A. (2014). Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453-473. Available online at https://www.researchgate.net/ DOI: 10.1177/1362168813519883
Tai, H. (2015). Writing Development in Syntactic Complexity, Accuracy and Fluency in a Content and Language Integrated Learning Class. International Journal of Language and Linguistics, 2(3), 149-156. Retrieved from: https://blog.ufes.br/kyriafinardi/
White, R. H. (2014). Lexical richness in adolescent writing, insights from the classroom: an L1 vocabulary development study. (MA thesis). Victoria University of Wellington Retrieved from: http://researcharchive.vuw.ac.nz/xmlui/
Zhu-Xiu, T. (2016). How Wide Is the Gulp between Task-Based Language Teaching and Focus on Form in Chinese EFL Context? International Journal of English Language, Literature and Humanities, 4(5), 115-129.
Zohrabi, M., &Rezaie, P. (2012). The Role of Form-focused Feedback on Developing Students’ Writing Skill. Theory and Practice in Language Studies, 2(7), 1514-1519. Retrieved from: http://www.academypublication.com/issues/past/tpls/vol02/07/26.pdfdoi:10.4304/tpls.2.7.1514-1519
Published
2019-01-30
How to Cite
Kavandi, E., & Ghasemi, M. H. (2019). Enhancing Written Performance in EFL Context: Using Grammar- Focused and Vocabulary- Focused Pre-tasks and Task Repetition. IJRDO- Journal of Educational Research, 4(1), 31-52. https://doi.org/10.53555/er.v4i1.2640
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Articles
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