Effects of the Sequential Use of Input-and Output-Based Consciousness-Raising Grammar-Focused Instructional Mediations on Students’ Writing Performance and Attitudes
DOI:
https://doi.org/10.20372/star.v13i1.10Keywords:
Dictogloss, Direct Intervention, Explicit, Input Enhancement, Input floodingAbstract
This study aimed to investigate how students' writing performance and attitudes were affected by the sequential use of input- and output-based consciousness-raising grammar-focused instructional mediations. To accomplish its goals, the study used a pretest-posttest non-equivalent group research design. Two undamaged learning sections were assigned to each of the two groups—the experimental group (n = 47) and the control group (n = 47)—using a random sample approach. Data were gathered using a Likert scale questionnaire and written judgements. An independent sample t-test and a one-way multivariate analysis of variance (MANOVA) were the two inferential tests that were employed to analyse the data. Findings from the writing posttest showed that the intervention played a great role in improving students’ writing performance in terms of the aspects identified for evaluation. Similarly, results from the post-intervention questionnaire revealed that a statistically significant difference was found, (t (92) =6.768, p =.000), demonstrating that the intervention in the experimental group resulted in a great change in students' writing attitudes.
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