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.
| Published in | International Journal of Language and Linguistics (Volume 3, Issue 6) |
| DOI | 10.11648/j.ijll.20150306.23 |
| 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), 2015. Published by Science Publishing Group |
Writing Ability, Pre-Task, Visual Aids, EFL Learners
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APA Style
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
ACS Style
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
AMA Style
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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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://article.sciencepublishinggroup.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}
}
TY - JOUR T1 - Examining the Impact of Novel Pre-activity Tasks on Macro-Skills: The Case of Visual Aids Strategy on Writing Ability AU - Hooshang Khoshsima AU - Mahboobeh Khosravani Y1 - 2015/11/13 PY - 2015 N1 - https://doi.org/10.11648/j.ijll.20150306.23 DO - 10.11648/j.ijll.20150306.23 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 401 EP - 408 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20150306.23 AB - 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. VL - 3 IS - 6 ER -
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