EFFECTS OF TASK-BASED STRATEGIES ON STUDENTS’ WRITING SKILL AMONG TRANSLATION STUDENTS
Journal Title: European Journal of Business and Social Sciences - Year 2014, Vol 3, Issue 3
Abstract
The present research investigated the role of task-based strategies on students’ writing skill among translation students. The hypothesis was that the tasks of class discussion, oral summary, and mind mapping may develop EFL learners’ writing of English as a foreign language whose access to the target language is limited. The focus of this study was to make treatment on the mechanics of writing, coherence, and cohesion. The design of the study was pre and post-test method. 90 translation students were selected out of 120 Translation students through a homogeneity grammar test (Richards et al, 2008) at Abadan University, Iran. Then they were randomly divided in to three (i.e., class discussion, oral summary, and mind mapping) equal groups received treatment on the three tasks in a-10 session period of treatment in writing courses. Data were collected through pre and post-test writing descriptive essays to find any progress the end of the treatment session. Data were analyzed through One-way ANOVA and Paired Samples t-tests. Findings revealed that the mind mapping and class discussion groups outperformed the oral summary group. However mind mapping group outperformed both groups. Implications for future English teaching and learning could be the use of mind mapping tasks which develops EFL learners’ writing proficiency. Thus through analyzing the passages in the classroom, the learners were able to discover the passage structures and use this knowledge in their writing process.
Authors and Affiliations
Shahram Payman| Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran, Bahman Gorjian| Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran Email: bahgorji@yahoo.com
Keywords
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