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
Using input-and output-based consciousness-raising grammar-focused instructional mediations sequentially, this study sought to explore the effects on students' attitudes and writing performance. In order to achieve its objectives, the study employed a non-equivalent group research design that involved pretests and posttests. In a completely random manner, two intact learning sections were distributed to both the experimental group (n = 47) and the control group (n = 47). A Likert scale survey and written evaluations were used to collect data. Both a one-way multivariate analysis of variance (MANOVA) and an independent sample t-test were used as inferential tests to examine the data. According to the results of the writing posttest, the intervention significantly improved students' writing performance on the evaluated elements. Likewise, the post-intervention questionnaire showed a statistically significant difference (t (92) =6.768, p =.000), showing that the experimental group's writing attitudes changed significantly as a result of the intervention.
Downloads
Metrics
References
Brown, J.D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hillsdale, NJ: Lawrence Erlbaum Associates.
Dar, M.F., & Khan, I. (2015). Writing anxiety among public and private sectors Pakistani undergraduate university students. Pakistan Journal of Gender Studies, 10 (1), 121-136.
DeSmedt, F., Emmelien, M., Barendse, M., Rosseel, Y., VanKeer, H., & DeNaeghel, J. (2019). Cognitive and motivational challenges in writing: The impact of explicit instruction and peer-assisted writing in upper- elementary grades (pp. 1–455). Ghent University.
DeVellis, R.F. (2003). Scale development: Theory and applications (2nd edition). Thousand Oaks, California: Sage.
Doughty, C.J. (2003). Instructed SLA: Constraints, Compensation, and Enhancement. In C. J. Doughty, & M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 256-310). Malden, MA: Blackwell Publishing Ltd.
Doughty, C., & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology, 7(3), 50-80.
Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51, 1–46.
Ellis, R. (2002). Grammar teaching—practice or consciousness-raising? In, J. C. Richards, & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 167–74). Cambridge: Cambridge University Press.
Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit knowledge. Studies in second language acquisition, 27, 305-352.
Ellis, R. (2008). Methodological options in grammar teaching materials. In E. Hinkel, & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 155-179). New York: Routledge.
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Toronto: Multilingual Matters.
Fenta M., Demissie A., & Negash A. (2018). Investigation of University Students’ Writing Problems:Two Public Universities in South West Ethiopia in Focus. International Journal of Sciences:Basic and Applied Research, 42(4), 83-95.
Gass, S. (2003). Input and interaction. In C. Doughty, & M. Long (Eds.), The handbook of second language acquisition (pp. 224–55). Oxford: Blackwell.
Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd edition.). New York: Taylor & Francis.
Genç-Ersoy, B., & Göl-Dede, D. (2022). Developing Writing Skills, Writing Attitudes and Motivation through Educational Games: Action Research. International Journal of Contemporary Educational Research, 9 (3), 569-589
Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary Educational Psychology, 32(3), 516–536.
Graham, S.V., & Fan, W. (2007). The Structural Relationship between Writing Attitude and Writing Achievement in First and Third Grade Students. Contemporary Educational Psychology, 32, 516-536.
Harlena, D., & Mukhaiyar, H. (2019). Collaborative writing strategy for teaching writing descrip¬tive text. International Journal of Scientific and Technology Research, 8(10), 3316–3318.
Harmer, J. (2007). The practice of English language teaching (4th ed.), Harlow, England: Pearson education.
Hedgcock, J. (2005). Taking stock of research and pedagogy in L2 writing. In: Hinkel, E. (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 597- 613). Lawrence Erlbaum: Associates, Mahwah.
Hinton, P.R., Brownlow, C.H., McMurray, I., & Cozens, B. (2004). SPSS explained. New York: Routledge.
Hyland, K. (2003). Second Language Writing. New York: Cambridge University Press.
Jabali, O. (2018). Students’ attitudes towards EFL University writing: A case Study at An-Najah National University, Palestine. Heliyon, 4, 1-25.
Jahin, H., & Idrees, W. (2012). EFL major student teachers’ writing proficiency and attitudes towards learning English. Journal of Taibah, 9-72.
Kellogg, R.T. (2008). Training writing skills: A cognitive developmental perspective. Journal of writing research, 1(1), 1-26.
Lee, L. (2001). Online interaction: negotiation of meaning and strategies used among learners of Spanish. ReCALL, 13(2), 232-244.
Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17 (3), 144-164.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. French Language Studies, 14, 321-341.
Mehdiabadi, F., & Arabmofrad, A. (2015). Form-focused instruction and EFL learners’ writing performance: The case of collaborative output task of dictogloss. International Journal of Language Learning and Applied Linguistics World, 8 (1), 58-70.
Schmidt, R. (2001). Attention. In, P. Robinson (Ed.), Cognition and second language instruction. Cambridge: Cambridge University Press.
Moges, A. (2021). The effects of consciousness raising grammar tasks on EFL students’ writing performance: University of Gondar in Focus. ERJSSH, 8(1), 44-58.
Solomon, M. (2001). Assessment of relevance of business English course at commercial college of Addis Ababa to the needs of employing organizations ( unpublished MA thesis). Addis Ababa.
Nassaji, H. (2007). Reactive focus on form through negotiation on learners’ written errors. Oxford: Oxford University Press.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms:Integrating form-focused instruction in communicative context. New York: Routledge.
Norris, J.M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language learning, 50 (3), 417–528.
Paker, T., & Erarslan, A. (2015). Attitudes of the preparatory class students towards the writing course and their attitude-success relationship in writing. Journal of Language and Linguistic Studies, 11(2), 1-11.
Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th edition), Allen & Unwin, Berkshire.
Pertiwi, D., Ngadiso, B., & Drajati, N.A. (2018). The effect of dictogloss technique on the students’ writing skill. Studies in English Language and Education, 5(2), 279-293.
Robinson, P. (2001). Cognition and second language instruction. Cambridge : Cambridge University Press.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press.
Silva, T., & Brice, C. (2004). Research in teaching writing. Annual Review of Applied Linguistics, 24, 70-106.
Spada, N., & Lightbown, P.M. (2008). Form-focused instruction: isolated or integrated? TESOL quarterly: A journal for teachers of English to speakers of other languages and of Standard English as a second dialect, 42(2), 181-207.
Swain, M. (1995). Three functions of output in second language learning. In H. G.Widdowson. Cook, B. Seidlhofer (Eds.), Principle and practice in applied linguistics. Oxford: Oxford University Press.
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99-118). Harlow: Longman.
Swain, M. (2005). The output hypothesis: Theory and research.In E. Hinkel (Ed.), Handbookon research in second language teaching and learning. New Jersey.
Tefera T., Berkessa M., & Ali S. (2019). The Effects of Teacher Scaffolding Techniques on High School Students’ EFLWriting: East Wollega Zone in Focus. International Journal of Management, Technology and Engineering, 1501-1517.
VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52, 755–803.
VanPatten, B., & Benati, A.G. (2010). Key terms in second language acquisition. New: NY.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Williams, J. (2005). Form-focused instruction. In E. Hinkel (Ed.), Handbook on research in second language teaching and learning (pp. 673–91). Mahwah, NJ: Lawrence Erlbaum Associates.
Wong, W. (2005). Input enhancement: From theory and research to the classroom. New York: McGraw-Hill.
Yigzaw A. (2013). Students’ first language writing skills and their English language proficiency as predictors of their English language writing performance. Journal of Languages and Culture, 3(6), 109 114.
Downloads
Published
How to Cite
License
Copyright (c) 2024 Journal of Science, Technology and Arts Research
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
STAR © 2023 Copyright; All rights reserved
