Writing in English has been a major topic of interest for the researchers in the last decade.Learners, who are learning English as a foreign language have always tackled with the problem of writing. There have been many investigations conducted in this regard, all of which proposed various solutions to this problem. In the present study it was endeavored to investigate whether teaching based on product and process writing can affect the performance and efficiency of Iranian EFL learners in writing. In order to achieve this goal, a group of intermediate and teenage learners were instructed based on product and process orientation to writing and the writing assignments in each group were corrected and an inter-rater rating system was used through which the assignments were corrected by two rates, who were experienced EFL teachers, as the last phase of the study a retrospective think-aloud procedure was conducted and the learners provided their opinion on the product and process writing. The results proved that the scores of the writing assignments based on process writing were higher than those of product-writing, therefore it was concluded that process-based teaching of writing had positive effects on improving the writing efficiency of learners.
This study tends to investigate whether the age of English as a Foreign Language (EFL) institutional teachers in Isfahan/Iran have any relationship with the intelligence they prefer to use, whether consciously or unconsciously, in teaching English as a foreign language. The intelligences considered for the purpose of this study are namely Interpersonal and bodily/kinesthetic intelligences proposed by Gardner (1983). In order to conduct this investigation a standardized questionnaire based on Berman (2001) and Christison and Kennedy (1999) Multiple Intelligence (MI) checklist was given to 117 male institutional teachers and the results were calculated using a paired T-test also ten interviews were conducted at the end of the case study on ten teachers after observing their classes. The results suggested that as the age of the teacher increase, to some extent, their preference in using interpersonal intelligence over bodily/kinesthetic intelligence increases as well. Also the case study conducted on one of the institutional teachers proved that teachers of older ages prefer using interpersonal intelligence over bodily/kinesthetic one.
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