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Information Seminar Paper

Title

THE COMPARATIVE EFFECT OF PICTORIAL AND GRAPHIC BRAINSTORMING REPRESENTATIONS ON EFL LEARNERS’ WRITING ACHIEVEMENT

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 Start Page | End Page

Abstract

 THE PRESENT STUDY WAS AN ATTEMPT TO INVESTIGATE THE COMPARATIVE EFFECT OF PICTORIAL AND GRAPHIC BRAINSTORMING REPRESENTATIONS ON EFL LEARNERS’ WRITING ACHIEVEMENT. TO DO SO A QUASI-EXPERIMENTAL RESEARCH WAS CONDUCTED IN WHICH 60 LEARNERS WERE SELECTED FROM AMONG 90 FEMALE INTERMEDIATE EFL LEARNERS STUDYING ENGLISH IN JAHANMEHR INSTITUTE, IN KARAJ, ALBORZ, IRAN BASED ON THE RESULT OF THEIR PERFORMANCE ON A STANDARD TEST OF LANGUAGE PROFICIENCY (PET). THE PARTICIPANTS WERE DIVIDED INTO TWO EQUAL EXPERIMENTAL GROUPS SHAPING THE PICTORIAL AND GRAPHIC GROUPS, AND WERE CHECKED FOR THEIR HOMOGENEITY REGARDING THEIR GENERAL WRITING PROFICIENCY. EXPERIMENTAL GROUP ONE (PICTORIAL REPRESENTATION GROUP) HAD ITS OWN SPECIFIC ACTIVITIES WHICH WERE BASED ON GENERATING BRAINSTORMING TECHNIQUES AIMED AT WRITING/fa?page=1&sort=1&ftyp=all&fgrp=all&fyrs=all" target="_blank"> PRE-WRITING. EXPERIMENTAL GROUP TWO (GRAPHIC REPRESENTATION GROUP) MADE USE OF MODELING AND PARAPHRASING, FOCUSING ON CONCEPT MAPPING AND DRAWING TREE DIAGRAMS, AND ORDERING OF IDEAS. AT THE END OF THE INSTRUCTIONAL PERIOD, A POSTTEST OF WRITING WAS ADMINISTERED TO SEE WHICH GROUP IMPROVED THEIR EFL WRITING MORE, AND INDEPENDENT T-TEST WAS RUN AND THE RESULTS REVEALED THAT THE PICTORIAL REPRESENTATION GROUP OUTPERFORMED THE GRAPHIC REPRESENTATION GROUP ON THE POSTTEST OF WRITING.

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