5330-19321-2-PB.pdf - International Journal of English Language Education ISSN 2325-0887 2014 Vol 2 No 1 The Application of Task-based Writing and

5330-19321-2-PB.pdf - International Journal of English...

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International Journal of English Language Education ISSN 2325-0887 2014, Vol. 2, No. 1 225 The Application of Task-based Writing and Traditional Writing on the Development of Reading Comprehension of EFL Advanced Iranian Learners Seyed Hamed Seyedi (Corresponding Author) Dept. of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran Tel: 98-912-219-7099 E-mail: [email protected] Ali Akbar Khomeijani Farahani Dept. of English, University of Tehran, Tehran, Iran Tel: 98-912-159-4413 E-mail: [email protected] Received: March 5, 2014 Accepted: March 20, 2014 Published: March 20, 2014 doi:10.5296/ijele.v2i1.5330 URL: Abstract Every single teaching method has its own merits and demerits; however, teachers typically select a method which they deem suitable. Task-based language teaching, a learner-centered method, advocates the shift from teacher dependence to learner independence. This study was an attempt to find out if traditional writing makes a significant contribution to the development of reading comprehension. It also concentrated on the usefulness of performing writing tasks on the development of reading comprehension. The participants were 60 female advanced EFL learners chosen from among 100 learners, randomly assigned into two groups of 30 learners. During the treatment period, first-group participants received task-based writing instruction while second-group participants received instructions through traditional methods. The analyzed results clearly demonstrated the contribution of task-based writing to the development of reading comprehension of EFL advanced Iranian learners. The findings also showed that traditional writing instruction was not a good means of improving reading comprehension. Keywords: Task-based writing, Traditional writing, Reading comprehension
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International Journal of English Language Education ISSN 2325-0887 2014, Vol. 2, No. 1 226 1. Introduction In traditional learning environments, like those of grammar translation and audio-lingual, language is taught to a group of foreign or second language learners with minor focus on form and major focus on forms. In such cases, the focus is on the language itself, rather than on the information conveyed by the language or the way it is used and processed. The teacher should ensure that students learn the new vocabulary and grammatical rules of the new language (Buykkarci, 2010). According to Benevides and Valvona (2008), task-based language teaching (TBLT) furnishes the basis for both instruction and assessment. Using tasks as the stepping-stone of syllabus design allows teachers to both sequence lessons and assess their outcomes, while at the same time provides authentic parameters within which students will be able to communicate with each other for a purpose. Most importantly, it paves the way for focusing on what students are saying to one another, rather than on how they are saying it. A task might be short (e.g., ordering a sandwich by telephone) or long (e.g., organizing and publishing a book), but the tasks are always equipped with a clear and practical outcome.
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