An analysis and assessment of different written discourses of Iranian EFL learners: An integrated task-based approach

This paper reports on the results of a research study carried out with a group of final year university students of English Translation in Iran. Through an analysis and assessment of the present situation of L٢ writing, we aim to prove the necessity and feasibility of integrating skills through task-based discourses in EFL writing practice. Analysis of variance was conducted using the generalizability framework with a crossed person by rater by task design. The findings suggest that adopting integrated task-based approach in our EFL writing practice persistently, we can improve our EFL writing ability effectively. Moreover, continual assessment of different written discourses empowers students' learning and improvement of English writing, hence emphasizing the formative potential of assessment in EFL classes. The results also have some implications for teaching and assessment of L٢ writing.

کلیدواژه ها:

Assessment ، written discourse ، integrated skills ، task-based approach ، EFL students