Cooperative Learning: The Effects of Prediction Task on Iranian EFL Writing Improvement

Cooperative Learning: The Effects of Prediction Task on Iranian EFL Writing Improvement

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Part of #Cooperative Learning: The Effects of Prediction Task on Iranian EFL Writing Improvement# :

Publishing year : 2015

Conference : Third International Conference on Applied Research in Language Studies

Number of pages : 24

Abstract: The purpose of this study is to investigate the effects of the prediction task on improving the improvement of written EFL learners' writing. To this end, the researcher delivered the first one or two initial sentences of a text and provided some essential vocabularies and asked learners to predict the original text jointly. Twenty students studying English as a foreign language at an institute at an intermediate level in Khoramabad, Iran were selected. An experimental design was used for the present study. The instrument used in this study was individual writing as a pretest and group writing as posttest. Treatment lasted 14 sessions or about two months, twice a week. Paired and independent sample t-tests were used to answer the research question. The results of the pretest and posttest in data analysis through a statistical procedure such as the PairedT-Test confirmed the superiority of the experimental groups and group writing instruction helped to improve group writing, resulting in the rejection of null hypotheses. The results and finding show that providing the necessary vocabulary at the start of the instruction facilitates writing and motivating learners to stay focused. It also reduces linguistic and cognitive demanding