Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

Marashi, Hamid; Mirghafari, Samira

doi:10.24815/siele.v6i1.11745

Cited by 7 publications

(10 citation statements)

References 31 publications

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“…In some cases, means of TBLT experimental groups were greater in more than 5 %. however, in one study of Marashi & Mirghafari (2019), where the control group was operationalized as CBI (content-based instruction), the means of the TBLT experimental group was lower than the CBI control group. Mixed method studies evidenced improvements in the appraisal of other variables such as motivation, attitude and writing critically.…”

Section: Effectiveness Of a Task-based Language Teaching Framework And Other Variables On Writing Skills And Modesmentioning

confidence: 95%

The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis

Cuesta

Fernández

2022

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Introduction. This systematic research synthesis investigated the effectiveness of Task-based language teaching interventions on L2 writing performance of intermediate level students. Objective. The main aim was to determine the effects of independent variable manipulations of task-based language teaching on different modes of writing measured holistically and by means of CALF constructs. Methodology. The integration of qualitative and quantitative data was carried out by means of a systematic literature search and retrieval of published articles from 2010 until September 2011. Substantive and methodological features of the studies were coded and compared for the identification of commonly used practices and trends within the Task-based language teaching and L2 writing research domain. Results. The results indicate 3 major types of task-based interventions: TBLT framework, task complexity manipulations and task planning conditions have prevailed as treatments. Task complexity treatments have had beneficial effects on measures of fluency and lexical complexity while strategic planning and planning time also favored fluency in L2 writing. In turn, TBLT framework lesson treatments yielded large effects measured as Cohen’s d. Conclusion. In spite of the wide variety of treatment conditions and outcome measures for different modes of L2 writing, support is given to the importance of the pre-task cycle stage management of TBLT for intermediate level learners.

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Section: Effectiveness Of a Task-based Language Teaching Framework And Other Variables On Writing Skills And Modesmentioning

confidence: 95%

The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis

Cuesta

Fernández

2022

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“…The essays written by the students showed significant and meaningful improvement for processing and communicating information containing of stronger argumentation, rhetoric and analyzing skills (Khonsari, 2005;Pally, 2001;Semmelroth, 2013) including language function, text type suitability, linguistic impact, vocabulary complexity, and comprehensibility (Shibata, 2019, p. 353) which indicates that the student's interest, motivation, and engagement are elevated. Indeed, those actively engaged students will be able to be more creative in producing brilliant ideas, and have great enthusiasm in learning (Heriyawati et al, 2014;Jaelani, 2017;Marashi & Mirghafari, 2019;Semmelroth, 2013).…”

Section: Content-based Instructionmentioning

confidence: 99%

Implementing Content-Based Instruction (CBI) on EFL Student’s Writing through Technology-Enhanced Language Teaching

Sariani¹,

Yaningsih²,

Rozi³

2022

Preprint

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Several empirical studies of Content-Based Instruction (CBI) have concluded that this approach has positive impacts in improving language learning skills including writing in foreign language learning environments. However, many of them carried out this approach within the traditional setting; face-to-face interaction instead of the e-learning. This current study is aimed to examine the impact of CBI on EFL learner’s writing through technology-enhanced language teaching. The approach was implemented in students who wrote e-brochure for the final project. It was a qualitative study where the data was obtained from assessing the writing documents using e-brochure scoring rubrics. The rubrics focused on functional adequacy containing of five dimensions: (1) organization of information, (2) content-accuracy and information validity, (3) spelling and mechanics, (4) attractiveness and organization, and (5) graphics/ pictures. Semi-structured interview was taken as the supporting data. The findings showed that CBI was beneficial on the EFL’s writing in advancing the writing skill, increasing the creativity in designing the brochure, and enhancing the interaction with the lecturer through the use of technology. For further research, teachers are invited to engage the students with specific CBI activities in diversified contexts.

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“…Writing is the most difficult language skill competence to most foreign language learners as it is not only a task of selecting and producing language but rather of the way how to generate and develop coherent ideas by using appropriate written language (Adas & Bakir 2013;Brown, 2002;Marashi & Mirghafari, 2019;Nur & Sofi, 2019;Rahmawati et al, 2019). To solve problems in completing academic writing, learners have to read a lot as reading is a key skill for mastering other language skills including writing (Ahmed et al, 2018).…”

Section: Writing Strategiesmentioning

confidence: 99%

Strategies employed by EFL doctoral candidates in dissertation writing completion

Marhaban

Mukminatien

Widiati

et al. 2021

SiELE

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This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing. This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.

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Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

Cited by 7 publications

References 31 publications

The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis

The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis

Implementing Content-Based Instruction (CBI) on EFL Student’s Writing through Technology-Enhanced Language Teaching

Strategies employed by EFL doctoral candidates in dissertation writing completion

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