The effect of reflection supported learning Versus electronic supported learning on Iranian intermediate EFL learners' Argumentative writing

  • سال انتشار: 1404
  • محل انتشار: دهمین کنفرانس بین المللی علوم انسانی، حقوق، مطالعات اجتماعی و روانشناسی
  • کد COI اختصاصی: HLSPCONF10_009
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 36
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نویسندگان

Fatemeh Ranjdoost

M.A. student of TEFL, Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran

Farnaz Sahebkheir

Assistant professor of TEFL, Department of English Language Teaching, Ta.C., Islamic Azad University, Tabriz, Iran

چکیده

Reflection is a technique that can aid and reinforce learning in education and professional development. Besides, Electronic Supported Learning (ESL) encompasses various forms of technology-assisted education, offering new opportunities for student-centered and collaborative learning. Therefore, this study aimed to find the effects of reflection-supported learning versus electronic-supported learning on Iranian intermediate EFL learners’ argumentative writing. This study was a quasi-experimental one. ۴۶ female EFL learners from Pardisan Institute in Marand – East Azerbaijan participated in this study. PET test was used to homogenize the participants. They were non-randomly assigned into two experimental groups. The first experimental group received reflection-supported learning treatment and the second experimental group received electronic-supported learning treatment. In the first group they used reflective guideline and in the second group they used project’s websites for writing. They wrote about two topics in the pre-test and post-test. Their writings were corrected by two trained raters based on Heatonʼs analytic method. Furthermore, MANCOVA was used to check the scores of the pre-test and post-test. The results revealed that the electronic-supported group yielded superior outcomes to the reflective-supported group. The findings of this study could help textbook designers, educational planners, material developers, foreign language institutes, teachers, and learners to provide a better context for foreign language learning and improve argumentative writing.

کلیدواژه ها

Argumentative Writing, E-Writing, Electronic Supported Learning, Reflection Supported Learning, Writing

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