Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?

Yasaman Azmoon

doi:10.30827/portalin.vi36.20909

Autores/as

Yasaman Azmoon Islamic Azad University at Central Tehran

DOI:

https://doi.org/10.30827/portalin.vi36.20909

Palabras clave:

Dictogloss, Processing instruction, Structured input activities, Writing accuracy, Elementary EFL Students

Resumen

A pesar de muchas investigaciones de enseñanza de la escritura, todavía falta la comparación empírica de la investigación de dos influyentes focos en los métodos de forma sobre la exactitud de la escritura.Por lo tanto, este estudio tiene importancia, ya que es el primer estudio que compara los efectos relativos de dos intervenciones instruccionales de la instrucción de desfalco y procesamiento en la exactitud de la escritura de los alumnos de EFL. Para lograr el objetivo de este estudio, 56 adolescentes iraníes participantes en el nivel primario fueron homogeneizados y seleccionados de entre 90 estudiantes una escuela de idiomas, basándose en el resultado de una muestra piloto de KET. Estos participantes se dividieron aleatoriamente en dos grupos experimentales con 28 participantes en cada uno para practicar en un grupo tareas de dictogloss y en el otro tareas de instrucción de procesamiento después de una preprueba. Finalmente se compararon las puntuaciones medias de ambos grupos en el posttest a través de una prueba t de muestras independientes. El resultado rechazó la hipótesis nula que demostraba que el dictogloss podía motivar significativamente a los participantes que superaron al grupo de instrucción de procesamiento en cuanto a su precisión de escritura.

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Biografía del autor/a

Yasaman Azmoon, Islamic Azad University at Central Tehran

Yasaman Azmoon, who started learning English when she was eleven years old, holds different English certificates such as advanced level from NIEL institute, academic IELTS with band score 7, and an MA in TEFL from Islamic Azad University at Central Tehran and has been teaching English at different language schools since 2010. Her main area of research interest includes methods and techniques of language teaching.

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