The Impact of Using Task-based Writing on EFL Learners’ Writing Performance and Creativity

Marashi, Hamid; Dadari, Lida

doi:10.4304/tpls.2.12.2500-2507

Cited by 25 publications

(24 citation statements)

References 16 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Writing is a cognitive and dynamic process and cannot be memorized like the other static bodies of knowledge (Goddard & Sendi, 2008;Rao & Prasad, 2009, as cited in Marashi & Dadari, 2012). Perhaps one striking challenge is that many students consider writing as an assignment they are required to do for school, as "opposed to textual expression they engage in their own time" (Purcell, Buchanan, & Friedrich, 2013, p. 14).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using Short Silent Animations on Efl Learners Writing

Marashi

Adiban

2017

ERJEE

Self Cite

View full text Add to dashboard Cite

This study investigated the effect of short silent animations on pre-intermediate EFL learners" writing. A homogenized group of 60 participants was non-randomly chosen and assigned as the control and experimental groups. Those in the control group watched five short animations with dialogue, while those in the experimental group had five short animations which were silent. The procedure lasted 10 sessions. In both groups, the participants were asked to write five writings regarding the subjects of the animations during the term and each of the writings should have contained a minimum of 90 and maximum of 140 words. The participants were provided both oral and written feedback. At the end of the instruction, a sample PET writing posttest was administered to both groups, an independent samples t-test was run on the mean scores of the two groups, and the results (t = -2.02, p = 0.037˂0.05) revealed that the experimental group outperformed the control group.

show abstract

Section: Introductionmentioning

confidence: 99%

The Effect of Using Short Silent Animations on Efl Learners Writing

Marashi

Adiban

2017

ERJEE

Self Cite

View full text Add to dashboard Cite

show abstract

“…That's why the Pakistani EFL learners of intermediate level face problems when they have to do creative writing either in the classroom or in the examination hall. In this regard, Marashi & Dadari (2012) maintain that task-based writing exercises a positive impact on the ESL learners' writing performance and creativity. The present study has also found out that 83% respondents claim that they do not learn lexical appropriateness while going through their textbooks.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan

Ghani¹,

Din²

2017

IJEL

View full text Add to dashboard Cite

Creative writing means the ESL/EFL learners' capacity to respond vividly and spontaneously, and to convey responses freely in their writing. This study brings to light the fact that teaching English through literature does not render any positive pay off in developing and honing the EFL/ESL learners' creative writing. In the Pakistani context, literature seems to be inadequate and improper language teaching tool at HSSC level. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of creative writing was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher also conducted an achievement test so that a correlation might be drawn between their attitude towards "developing creative writing through literature" and the score of their achievement test. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop both the language skills (particularly writing skill) and language areas when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

show abstract

“…From the survey, 67.5 % agreed TBLT improves learners' interaction skill. On the other way of research, Marashi and Dadari [26] had conducted an experimental research on the impact of using task-base writing on EFL learners' writing performance and creativity. The participants of the study were 56 Tehran's private language school.…”

Section: Review Of Tblt On Writingmentioning

confidence: 99%

The Effect of Task Base Language Teaching (TBLT) on Tertiary ESOL Learners’ Academic Writing Achievement

Dirgeyasa

2018

EduLearn

View full text Add to dashboard Cite

The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners' academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners' writing achievement compared to Classical Method (CM) of teaching.

show abstract

The Impact of Using Task-based Writing on EFL Learners’ Writing Performance and Creativity

Cited by 25 publications

References 16 publications

The Effect of Using Short Silent Animations on Efl Learners Writing

The Effect of Using Short Silent Animations on Efl Learners Writing

The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan

The Effect of Task Base Language Teaching (TBLT) on Tertiary ESOL Learners’ Academic Writing Achievement

Contact Info

Product

Resources

About