The Effect of Technology-as-Complementary Modality of Writing Instruction: Overall Writing Ability of Intermediate EFL Learners

The present study was designed to compare the effects of three modalities of writing instruction (i.e., technology as a replacement, technology as complementary, and no technology at all) on intermediate-level EFL learners' overall writing ability. To that end, a total of 97 English translation majors, who were learning English as a foreign language as part of their studies at Ramsar Islamic Azad University, were administered the writing module of an IELTS test to establish that they were homogeneous, and that they stood at an intermediate level in terms of their writing ability. Of the initial sample, only 65 of the subjects gained the necessary entry qualification for the experiment, thus forming three homogeneous groups (X1: technology as complementary, X2: technology as a replacement, and C: control group). Therefore, their scores were used as pretest scores and were then compared against their scores from the posttest for data analysis purposes. Finally, a series of paired-sample t tests and one-way ANOVA tests were conducted to test the null hypotheses of the study at the significance level of .05. The results indicated that technology as complementary, as compared to the two other modes_ i.e. technology as a replacement, and no technology at all - can be considered to be the most effective modality of presentation for a writing course, and that computer technology can by no means replace the writing classroom, so long as it is only a means and not an end in and of itself

کلیدواژه ها:

Computer Assisted Language Learning ، eclectic view ، genre approach ، technological options ، process approach ، product approach