The Impact of Cloze-Elide vs. Grammaticality Judgment Tasks on Iranian Intermediate EFL Learners’ Paragraph Writing Ability: An Input-Enhancement Approach

Writing is a crucial means of communication. Iranian English as a Foreign Language (EFL) learners face a difficult problem in becoming proficient writers. Employing various methodologies and incorporating diverse exercises yield distinct effects on writing proficiency. The objective of this study was to examine the influence of cloze-elide and grammaticality judgment tasks on the paragraph writing proficiency of Iranian intermediate EFL learners. In order to achieve this objective, a total of ۹۰ intermediate EFL learners who were enrolled in a private language institute in Guilan province were chosen using the availability sampling method. These learners were then divided into three groups. Initially, OPT served as the placement test. Subsequently, a preliminary assessment of writing skills was conducted among all research groups. Subsequently, experimental group ۱ underwent ۱۰ sessions of English paragraph writing using cloze-elide tasks, experimental group ۲ underwent ۱۰ sessions of English paragraph writing using grammaticality judgment tasks, and the control group received a placebo in the form of English paragraph writing using the existing method. Finally, a posttest of writing was given to the three groups in the study. The findings of a repeated-measures two-way ANOVA indicate that introducing a new task, either cloze-elide or grammaticality judgment, can enhance the performance of EFL learners in paragraph writing abilities.

کلیدواژه ها:

Writing ، communication ، cloze-elide ، grammaticality judgment ، ANOVA ، Writing ، communication ، cloze-elide ، grammaticality judgment ، ANOVA