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
Volume 3, Issue 6, November 2015, Pages: 401-408
Received: Oct. 19, 2015;
Accepted: Oct. 27, 2015;
Published: Nov. 13, 2015
Views 3432 Downloads 73
Hooshang Khoshsima, English Language Department, Chabahar Maritime University, Chabahar, Iran
Mahboobeh Khosravani, English Language Department, Chabahar Maritime University, Chabahar, Iran
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.
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.
Vol. 3, No. 6,
2015, pp. 401-408.
Copyright © 2015 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
K. Allen and A. Marquez, "Teaching vocabulary with visual aids," Journal of Kao Ying Industrial & Commercial Vocational High School , pp. 1-5, 2011.
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
M. O. Asokhia, "Improvisation/teaching aids: aid to effective teaching of English language," Int. J. Edu. Sci, pp. 79-85, 2009.
E. Blackburn-Brockman, "Prewriting, Planning, and Professional Communication," English J, pp. 51-53, 2001.
K. Chastain, Developing second language skills: Theory and practice (3rd ed.), Chicago: HBJ, 1988.
M. East, "Dictionary use in foreign language writing exams: Impact and implications," International Journal of Lexicography, pp. 344-348, 2008.
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
R. Pishghadam and A. Ghanizadeh, "On the Impact of Concept Mapping as a Prewriting Activity on EFL Learners’ Writing Ability," IJAL Journal, 2006.
Z. Rao, "Training in Brainstorming and Developing Writing Skills," ELT Journal, pp. 100-106, 2007.
J. Reid, Teaching ESL Writing. Englewood Cliffs, NJ: Regents Prentice Hall, 1993.
S. Thorne, "Prewriting: A basic skill for basic writers," Teaching English in the Two-Year College, pp. 31-36, 1993.
G. E. Tompkins, Literacy for the 21st century: A balanced approach. Columbus, OH: Merrill Prentice Hall, 2001.
H. Widdowson, Learning purpose and language use. Oxford: Oxford University Press, 1983.
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.
V. Zamel, "Recent research on writing pedagogy," TESOL Quarterly, pp. 697-715, 1987.
V. Zamel, "The composing processes of advanced ESL students: Six cases studies," TESOL Quarterly, pp. 165-187, 1983.