Effect of Consciousness-raising via Vocabulary Input Flooding on Iranian Intermediate Learners’ Writing Fluency

This study aimed to explore the impact of consciousness-raising via vocabulary input flooding on Iranian intermediate learners’ writing fluency. To this purpose, ۸۰ EFL learners were selected as intermediate participants through a language proficiency test (OPT), and randomly divided into an experimental group and a control group, each including ۴۰ intermediate male and female learners. The treatment for the experimental group lasted ۱۳ two-hour sessions in which the participants were exposed to consciousness-raising tasks via vocabulary input flooding. the control group received no treatment and just followed the conventional teaching procedures. At the end of the treatment, a writing test was administered for both groups, and the collected data was analyzed using paired-samples t-test The results of data analysis showed that the experimental group significantly outperformed the control group in writing fluency. This finding might have theoretical and pedagogical implications for language teachers/learners, curriculum designers, ELT and policy-makers, and stakeholders.

کلیدواژه ها:

Consciousness-raising ، intermediate learners ، Vocabulary Input Flooding ، writing fluency