The Evaluation of a Teaching Intervention in Iranian EFL Writing

Date

2015-06-01

Author

Naghdipour, Bakhtiar
Koc, Sabri

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The curriculum for teaching undergraduate university students in Iran majoring in English generally includes paragraph writing in the second year and essay writing (4-5 paragraphs) in the third year. The first-year course 'Grammar and Writing (I & II)' offered in two consecutive semesters covers grammar only, despite the inclusion of writing in the title, and rarely goes beyond sentence-level writing in support of the newly taught grammar. This one-year delay in focusing on writing per se has been a source of frustration for those students who have to deal with the demanding writing tasks or large-scale written assignments such as extended essays and papers later during their academic or professional life. The current study describes and evaluates a teaching intervention for the potential development of a writing curriculum in first-year writing classes. A pre-test-post-test control group design was employed to compare the effect of the writing instruction within the process genre approach with that of the traditional grammar and sentence-level writing on the fluency, accuracy and quality of students' (n = 68) paragraph and essay writing during two consecutive semesters. Findings from the tests and a focus group discussion revealed that students in the treatment group outperformed their control group counterparts at both paragraph and essay levels. The findings could inspire similar EFL programmes to design a writing curriculum and instruction commensurate with the real needs of their students.

Subject Keywords

Iran, EFL, Writing pedagogy, Process genre approach, Curriculum design

URI

https://hdl.handle.net/11511/66087

Journal

ASIA-PACIFIC EDUCATION RESEARCHER

DOI

https://doi.org/10.1007/s40299-014-0191-4

Collections

Department of Foreign Language Education, Article

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Citation Formats

B. Naghdipour and S. Koc, “The Evaluation of a Teaching Intervention in Iranian EFL Writing,” ASIA-PACIFIC EDUCATION RESEARCHER, pp. 389–398, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/66087.