International Journal of Language and Linguistics

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Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability

Received: 19 October 2015    Accepted: 27 October 2015    Published: 13 November 2015
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Abstract

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. Writing is considered as one of the most challenging and complicated tasks for learners to perform particularly when they have to write in a second or foreign language. In fact, writing is difficult for students as it demands other linguistic, cognitive and metacognitive strategies to be used (Rao, 2007). Numerous studies were done on the importance of the pre-writing stage and activities which are directly and indirectly related to the theme of the writing. Go (1994) states that teachers of English as a Second Language can use prewriting activities at the earliest stages of instruction to help their students acquire good language skills. The main aim of this study was to examine the effects of visual aids as a pre- activity task on writing ability. To this aim 25 Iranian EFL learners, who are at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used, while in experimental group, visual aids pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data researcher strongly concluded that visual aids had strongly a positive effect on the learners’ writing ability. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task.

DOI 10.11648/j.ijll.20150306.23
Published in International Journal of Language and Linguistics (Volume 3, Issue 6, November 2015)
Page(s) 401-408
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Writing Ability, Pre-Task, Visual Aids, EFL Learners

References
[1] K. Allen and A. Marquez, "Teaching vocabulary with visual aids," Journal of Kao Ying Industrial & Commercial Vocational High School , pp. 1-5, 2011.
[2] R. J. Craig and J. H. Amernic , "PowerPoint presentation technology and the dynamics of teaching," Innov High Educ, 31, 147-160. doi: 10.1007/s10755-006-9017-5
[3] M. O. Asokhia, "Improvisation/teaching aids: aid to effective teaching of English language," Int. J. Edu. Sci, pp. 79-85, 2009.
[4] E. Blackburn-Brockman, "Prewriting, Planning, and Professional Communication," English J, pp. 51-53, 2001.
[5] K. Chastain, Developing second language skills: Theory and practice (3rd ed.), Chicago: HBJ, 1988.
[6] M. East, "Dictionary use in foreign language writing exams: Impact and implications," International Journal of Lexicography, pp. 344-348, 2008.
[7] G. Mousapour Negari, "A Study on Strategy Instruction and EFL Learners’ Writing Skill," International Journal of English Linguistics,pp. 299-307, 2011. doi:10.5539/ijel.v1n2p299
[8] R. Pishghadam and A. Ghanizadeh, "On the Impact of Concept Mapping as a Prewriting Activity on EFL Learners’ Writing Ability," IJAL Journal, 2006.
[9] Z. Rao, "Training in Brainstorming and Developing Writing Skills," ELT Journal, pp. 100-106, 2007.
[10] J. Reid, Teaching ESL Writing. Englewood Cliffs, NJ: Regents Prentice Hall, 1993.
[11] S. Thorne, "Prewriting: A basic skill for basic writers," Teaching English in the Two-Year College, pp. 31-36, 1993.
[12] G. E. Tompkins, Literacy for the 21st century: A balanced approach. Columbus, OH: Merrill Prentice Hall, 2001.
[13] H. Widdowson, Learning purpose and language use. Oxford: Oxford University Press, 1983.
[14] M. M. Yunus, H. Salehi,and S. A. John, "Using visual aids as a motivational tool in enhancing students’ interest in reading literary text," Recent Advances in Educational Technologies, p. 114, 2013.
[15] V. Zamel, "Recent research on writing pedagogy," TESOL Quarterly, pp. 697-715, 1987.
[16] V. Zamel, "The composing processes of advanced ESL students: Six cases studies," TESOL Quarterly, pp. 165-187, 1983.
Author Information
  • English Language Department, Chabahar Maritime University, Chabahar, Iran

  • English Language Department, Chabahar Maritime University, Chabahar, Iran

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    Hooshang Khoshsima, Mahboobeh Khosravani. (2015). Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability. International Journal of Language and Linguistics, 3(6), 401-408. https://doi.org/10.11648/j.ijll.20150306.23

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    Hooshang Khoshsima; Mahboobeh Khosravani. Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability. Int. J. Lang. Linguist. 2015, 3(6), 401-408. doi: 10.11648/j.ijll.20150306.23

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    Hooshang Khoshsima, Mahboobeh Khosravani. Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability. Int J Lang Linguist. 2015;3(6):401-408. doi: 10.11648/j.ijll.20150306.23

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  • @article{10.11648/j.ijll.20150306.23,
      author = {Hooshang Khoshsima and Mahboobeh Khosravani},
      title = {Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability},
      journal = {International Journal of Language and Linguistics},
      volume = {3},
      number = {6},
      pages = {401-408},
      doi = {10.11648/j.ijll.20150306.23},
      url = {https://doi.org/10.11648/j.ijll.20150306.23},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijll.20150306.23},
      abstract = {The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. Writing is considered as one of the most challenging and complicated tasks for learners to perform particularly when they have to write in a second or foreign language. In fact, writing is difficult for students as it demands other linguistic, cognitive and metacognitive strategies to be used (Rao, 2007). Numerous studies were done on the importance of the pre-writing stage and activities which are directly and indirectly related to the theme of the writing. Go (1994) states that teachers of English as a Second Language can use prewriting activities at the earliest stages of instruction to help their students acquire good language skills. The main aim of this study was to examine the effects of visual aids as a pre- activity task on writing ability. To this aim 25 Iranian EFL learners, who are at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used, while in experimental group, visual aids pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data researcher strongly concluded that visual aids had strongly a positive effect on the learners’ writing ability. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task.},
     year = {2015}
    }
    

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