The Impact of Using Information Gap on Improving EFL Learners Writing Cohesion

The objective of the current investigation was to examine the impact of employing an information gap on improving EFL learners’ writing cohesion. In order to seek the effect of the intervention program of using an information gap on EFL learners’ writing cohesion, the researcher selected 90 EFL learners from Feiz-o-Eslam higher education institute in Khomeini Shahr in Isfahan and from Farhang-o-Honar Applied and Emprical univerity in Isfahan as the target population of this study and the experimental group was trained by the use of this gap while the control group continued with their conventional method. Then pre and posttest scores of their writing that was recorded prior and subsequent to the treatment phase were analyzed. The statistics of the paired samples t-test results indicated that there was a statistically significant difference in writing measures for the experimental group, who experienced writing through the information gap and the control group, who received writing instruction in a conventional way. As a result, the hypothesis of the current study was rejected and it was claimed that the information gap has a significant effect on EFL learners’ writing cohesion. In other words, employing the information, the gap is regarded as an effective way of reinforcing Iranian EFL learners’ writing cohesion. According to the results achieved from chapter four, it revealed a significant enhance in the performance of subjects in the experimental group; that means the subjects in the experimental group benefited significantly from the treatment conducted. The results of this study may be useful for EFL learners, EFL teachers, and syllabus designer.

کلیدواژه ها:

Information gap ، ‘‘conventional way ‘‘ ، writing cohesion ، ‘writing instruction ‘‘ ، EFL learners and teachers ، ‘‘syllabus designers‘‘.