توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱Cooperative Learning: The Effects of Prediction Task on Iranian EFL Writing Improvement
نویسنده(ها):
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۲۴
The Purpose of the present study is to investigate the effects of prediction task on improving Iranian EFL learners’ writing improvement. To this end the researcher delivered the first one or two beginning sentences of a text and provided some essential vocabularies and asked the learners to predict the original text cooperatively. Twenty students studying English as a foreign language in an Institute at intermediate level in Khoramabad, Iran were chosen. An experimental design was utilized for the present study. The instrument used in this study was individual writing as pretest and group writing as posttest. Treatment lasted 14 sessions or about two months, twice in 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 statistical procedure such as PairedT–Test confirmed the superiority of the experimental groups and group writing instruction helped to improve group writing, resulting in the rejection of the null hypotheses. The results and finding shows that providing necessary vocabularies at the start of the instruction facilitate writing and motivate learners to stay focused. It also reduces linguistic and cognitive demanding<\div>

۲Cooperative Learning: The Effects of Summarizing on Iranian EFL Writing Improvement
نویسنده(ها):
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۱۵
The present study aimed at investigating the effect of cooperative learningon improving Iranian EFL learners’ writing. To this end the researcher applied a summarizing tactic. Twenty students studying English as a foreign language in an Institute at intermediate level in Boroujerd, Iran were chosen. An experimental design was utilized for the present study. The instruments used in thestudy were; agroup writing as pretest at the first session and group writing as posttest at the lastsession.Treatment lasted about two months, twice a week. Paired and independent sample t–testswere used to answer the research question. The results of the pretest and posttest in data analysisthrough statistical procedure such as Paired T–Test confirmed the superiority of the experimentalgroups. The finding supports the argument regarding to this fact that group instruction while summarizing helped to improve group writing, resulting in the rejectionof the null hypotheses.<\div>
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