The objective of this study is to investigate the actual situation of Japanese university students' use of machine translation (MT). The case study focuses on Japanese university students and not only investigates when students use MT, but also examines how their attitudes change before and after they use MT for their assignments. In this study, Google Translate was used as the MT tool, and Microsoft Excel was used for analysis. By analyzing these results, it was found that when students were allowed to use MT, they themselves decided whether or not to use it depending on their task. Of the skills in writing, reading and listening, it is also found that students tend to use MT the most for writing tasks and the least for listening tasks. In addition, no statistical significance of using MT was found for any of these skills, indicating that the use of MT does not necessarily mean that all language-related questions can be solved. These results could provide valuable data for the future introduction of MT into education. The survey included a diverse range of university students selected through an open application process. However, the sample size was limited, so an extensive survey should be undertaken in the future.
{"title":"Actual Usage of Machine Translation by Japanese University Students and Verification of Test Results","authors":"Chiho Toyoshima, Tsukasa Yamanaka","doi":"10.5539/elt.v16n11p83","DOIUrl":"https://doi.org/10.5539/elt.v16n11p83","url":null,"abstract":"The objective of this study is to investigate the actual situation of Japanese university students' use of machine translation (MT). The case study focuses on Japanese university students and not only investigates when students use MT, but also examines how their attitudes change before and after they use MT for their assignments. In this study, Google Translate was used as the MT tool, and Microsoft Excel was used for analysis. By analyzing these results, it was found that when students were allowed to use MT, they themselves decided whether or not to use it depending on their task. Of the skills in writing, reading and listening, it is also found that students tend to use MT the most for writing tasks and the least for listening tasks. In addition, no statistical significance of using MT was found for any of these skills, indicating that the use of MT does not necessarily mean that all language-related questions can be solved. These results could provide valuable data for the future introduction of MT into education. The survey included a diverse range of university students selected through an open application process. However, the sample size was limited, so an extensive survey should be undertaken in the future.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"127 35","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 11, 2023
《英语语言教学》，第16卷，第11期，2023年
{"title":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 11, 2023","authors":"Gavin Yu","doi":"10.5539/elt.v16n11p95","DOIUrl":"https://doi.org/10.5539/elt.v16n11p95","url":null,"abstract":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 11, 2023","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"18 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vocabulary knowledge is crucial for comprehending input and generating output. To date, vocabulary learning has been extensively researched regarding incidental vocabulary learning, the effect of various input modes and input enhancement techniques, yet more studies are needed to explore and discuss pedagogical implications. The monograph under review, authored by Lawrence J. Zwier and Frank Boers, bridges the gap between research and practice. The monograph elaborates on L2 vocabulary acquisition from theory development (Chapters 1 & 2), empirical studies (Chapters 3 & 4), curricular design (Chapters 5 to 7), and classroom practice (Chapters 8 to 11) respectively.
{"title":"Review of English L2 Vocabulary Learning and Teaching: Concepts, Principles, and Pedagogy","authors":"Xinrui Cheng","doi":"10.5539/elt.v16n11p80","DOIUrl":"https://doi.org/10.5539/elt.v16n11p80","url":null,"abstract":"Vocabulary knowledge is crucial for comprehending input and generating output. To date, vocabulary learning has been extensively researched regarding incidental vocabulary learning, the effect of various input modes and input enhancement techniques, yet more studies are needed to explore and discuss pedagogical implications. The monograph under review, authored by Lawrence J. Zwier and Frank Boers, bridges the gap between research and practice. The monograph elaborates on L2 vocabulary acquisition from theory development (Chapters 1 & 2), empirical studies (Chapters 3 & 4), curricular design (Chapters 5 to 7), and classroom practice (Chapters 8 to 11) respectively.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"30 42","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to 1) explore the potential of Artificial Intelligence (AI) models like Chat GPT to facilitate English language learning among Thai students and 2) compare the English language learning effectiveness among Thai students after implementing artificial intelligence (AI) like Chat GPT to facilitate English language learning.
The participants involved Thai students aged 19-20 from first-year pre-service teachers in Bangkok. 120 students participated, 60 in the control and 60 in the experimental group. The selection of participants was done through stratified random sampling to ensure a diverse representation of pre-service teachers with varying levels of English proficiency. They utilized a mixed-methods approach that combined qualitative and quantitative data: Standardized English tests, Chat GPT, focus group interviews, and field notes. The research findings strongly advocated integrating AI tools like Chat GPT in educational settings to facilitate more effective language learning. The study demonstrates that students who interacted with AI significantly improved their language skills. A paired t-test revealed that this difference was statistically significant (p < 0.05). Feedback from the focus group interviews indicated that students in the experimental group, after implementing artificial intelligence (AI) like Chat GPT, found the AI-based learning experience more engaging and personalized. They reported that the real-time feedback and interactive exercises offered by Chat GPT helped them understand and apply language concepts more effectively. Lastly, the attitude changes because the students had high motivation, strong self-confidence, and a positive attitude shift.
{"title":"Leveraging Artificial Intelligence (AI): Chat GPT for Effective English Language Learning among Thai Students","authors":"Saifon Songsiengchai, Bang-on Sereerat, Wirot Watananimitgul","doi":"10.5539/elt.v16n11p68","DOIUrl":"https://doi.org/10.5539/elt.v16n11p68","url":null,"abstract":"The study aimed to 1) explore the potential of Artificial Intelligence (AI) models like Chat GPT to facilitate English language learning among Thai students and 2) compare the English language learning effectiveness among Thai students after implementing artificial intelligence (AI) like Chat GPT to facilitate English language learning.
 
 The participants involved Thai students aged 19-20 from first-year pre-service teachers in Bangkok. 120 students participated, 60 in the control and 60 in the experimental group. The selection of participants was done through stratified random sampling to ensure a diverse representation of pre-service teachers with varying levels of English proficiency. They utilized a mixed-methods approach that combined qualitative and quantitative data: Standardized English tests, Chat GPT, focus group interviews, and field notes. The research findings strongly advocated integrating AI tools like Chat GPT in educational settings to facilitate more effective language learning. The study demonstrates that students who interacted with AI significantly improved their language skills. A paired t-test revealed that this difference was statistically significant (p &lt; 0.05). Feedback from the focus group interviews indicated that students in the experimental group, after implementing artificial intelligence (AI) like Chat GPT, found the AI-based learning experience more engaging and personalized. They reported that the real-time feedback and interactive exercises offered by Chat GPT helped them understand and apply language concepts more effectively. Lastly, the attitude changes because the students had high motivation, strong self-confidence, and a positive attitude shift.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"44 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Foreign language education is steadily transitioning into the digital teaching era, driven by advancements in digital information technology and artificial intelligence. The integration of digitalization technology into English for Academic Purposes (EAP) instruction imposes increasingly demanding prerequisites on EAP educators' information literacy within the pedagogical landscape. Employing the Technological Pedagogical Content Knowledge (TPACK) framework, this paper conducts a comprehensive examination of the knowledge components and distinctive attributes of EAP instructors in the age of digital intelligence. Through an in-depth assessment of the information literacy of EAP educators at a science and technology university, this study unveils a spectrum of challenges pertinent to information literacy in the domain of academic English instruction. Subsequently, the paper offers a set of recommendations for enhancing the information literacy competencies of academic English instructors, with the overarching objective of shedding light on the professional development of EAP educators.
{"title":"Research on the Promotion of EAP Teachers&#39; Information Literacy under TPACK Framework in the Era of Digital Intelligence","authors":"Yu Chen","doi":"10.5539/elt.v16n11p57","DOIUrl":"https://doi.org/10.5539/elt.v16n11p57","url":null,"abstract":"Foreign language education is steadily transitioning into the digital teaching era, driven by advancements in digital information technology and artificial intelligence. The integration of digitalization technology into English for Academic Purposes (EAP) instruction imposes increasingly demanding prerequisites on EAP educators&#39; information literacy within the pedagogical landscape. Employing the Technological Pedagogical Content Knowledge (TPACK) framework, this paper conducts a comprehensive examination of the knowledge components and distinctive attributes of EAP instructors in the age of digital intelligence. Through an in-depth assessment of the information literacy of EAP educators at a science and technology university, this study unveils a spectrum of challenges pertinent to information literacy in the domain of academic English instruction. Subsequently, the paper offers a set of recommendations for enhancing the information literacy competencies of academic English instructors, with the overarching objective of shedding light on the professional development of EAP educators.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
College students’ writing abilities were slowly progressing in the Chinese context. This problem was mainly due to the over-dependence on the teacher’s feedback and the confusion about the writing assessment criteria. This resulted in the low ability of students to self-evaluate their essays. Thus, teacher-student collaborative assessment (TSCA) was introduced to guide students in finding the problems that existed in their peers’ writing which in reverse could also help them detect similar errors in their writing. This study aimed to explore the practicality of the TSCA principle in private colleges with students’ English proficiency below the average. Altogether 42 sophomores majoring in English were selected as the participants. They had taken English writing courses for one year and had some foundation. The questionnaire was given before the course to acquire students’ attitudes towards the TSCA principle. Then students’ writing scores for four assignments were collected during the implementation of the TSCA principle. The results showed that it was applicable to implement the TSCA principle in private colleges for lower-proficient students with their high willingness to this principle. Hopefully, students could have a general idea of writing assessment criteria and do self-evaluation in later autonomous learning.
{"title":"The Application of Teacher-Student Collaborative Assessment (TSCA) in Private Colleges","authors":"Yuyao Zhang","doi":"10.5539/elt.v16n11p37","DOIUrl":"https://doi.org/10.5539/elt.v16n11p37","url":null,"abstract":"College students&rsquo; writing abilities were slowly progressing in the Chinese context. This problem was mainly due to the over-dependence on the teacher&rsquo;s feedback and the confusion about the writing assessment criteria. This resulted in the low ability of students to self-evaluate their essays. Thus, teacher-student collaborative assessment (TSCA) was introduced to guide students in finding the problems that existed in their peers&rsquo; writing which in reverse could also help them detect similar errors in their writing. This study aimed to explore the practicality of the TSCA principle in private colleges with students&rsquo; English proficiency below the average. Altogether 42 sophomores majoring in English were selected as the participants. They had taken English writing courses for one year and had some foundation. The questionnaire was given before the course to acquire students&rsquo; attitudes towards the TSCA principle. Then students&rsquo; writing scores for four assignments were collected during the implementation of the TSCA principle. The results showed that it was applicable to implement the TSCA principle in private colleges for lower-proficient students with their high willingness to this principle. Hopefully, students could have a general idea of writing assessment criteria and do self-evaluation in later autonomous learning.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"15 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher agency has emerged as an important research field during the past decades, yet it remains a great challenge for primary school EFL teachers in China to appropriately enact their professional agency. Based upon a semester-long observation of the English classes in a primary school in Southern China, semi-structured interviews with the expert EFL teachers, documents such as the participating students’ reflective journals, this qualitative study aims to explore how EFL teachers in Southern China enact their agency in the professional contexts in an ecological perspective.
Findings show that the expert EFL teachers have complicated agentic reactions towards different interplays with different microsystems in the ecological system of their working environment. Implications for further teacher professional development are discussed concerning how to enhance teachers’ agency in internship and in-service training.
{"title":"Primary School EFL Teachers’ Professional Agency in South China: An Ecological Perspective","authors":"Yuanyuan Chen","doi":"10.5539/elt.v16n11p30","DOIUrl":"https://doi.org/10.5539/elt.v16n11p30","url":null,"abstract":"Teacher agency has emerged as an important research field during the past decades, yet it remains a great challenge for primary school EFL teachers in China to appropriately enact their professional agency. Based upon a semester-long observation of the English classes in a primary school in Southern China, semi-structured interviews with the expert EFL teachers, documents such as the participating students&rsquo; reflective journals, this qualitative study aims to explore how EFL teachers in Southern China enact their agency in the professional contexts in an ecological perspective.
 
 Findings show that the expert EFL teachers have complicated agentic reactions towards different interplays with different microsystems in the ecological system of their working environment. Implications for further teacher professional development are discussed concerning how to enhance teachers&rsquo; agency in internship and in-service training.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purposes of this research were to a) find out how well the new instructional toolkit works at improving students’ English grammar skills in verb tense structures, b) investigate the effects of Thai EFL students’ learning achievement in utilizing an instructional toolkit on the acquisition of English grammar, c) investigate Thai EFL undergraduate students’ knowledge retention after teaching using an instructional toolkit, d) study relationships among study levels, English proficiency levels, and learning achievement of Thai EFL students on the acquisition of English grammar before and after utilizing an instructional toolkit, and e) explore the Thai EFL students’ perceptions regarding the instructional toolkit in terms of design, retention development, and implementation. The sample was categorized into two groups: 100 primary students and 100 secondary students. All students were studying in public school in the Thonburi district in Bangkok, Thailand, using multilevel group research design. The instruments were a) an instructional toolkit, b) achievement tests, c) a questionnaire, and d) interviews. The data were collected before, during, and after conducting research. The data were analysed quantitatively, using SPSS to find out the frequency, mean (M), and standard deviation (SD) of the participants’ perceptions regarding use of the instructional toolkit, and qualitatively using content analysis. The research revealed that a vast majority (95%) of students and teachers acknowledged the toolkit’s efficiency and efficacy, with significant improvements noted post-intervention. Additionally, the toolkit effectively enhanced knowledge retention in verb tense structures across different educational levels, showing particular resonance with higher-grade students and those at intermediate proficiency. However, despite appreciation for its user-friendly design and retention-enhancing features, there was a clear recommendation for the inclusion of more diverse real-world examples in future iterations.
{"title":"Instructional Toolkit for Outcome-Based Instruction on English Grammar of Thai EFL Students in the Thonburi District in Bangkok","authors":"Chalermsup Karanjakwut","doi":"10.5539/elt.v16n11p45","DOIUrl":"https://doi.org/10.5539/elt.v16n11p45","url":null,"abstract":"The purposes of this research were to a) find out how well the new instructional toolkit works at improving students’ English grammar skills in verb tense structures, b) investigate the effects of Thai EFL students’ learning achievement in utilizing an instructional toolkit on the acquisition of English grammar, c) investigate Thai EFL undergraduate students’ knowledge retention after teaching using an instructional toolkit, d) study relationships among study levels, English proficiency levels, and learning achievement of Thai EFL students on the acquisition of English grammar before and after utilizing an instructional toolkit, and e) explore the Thai EFL students’ perceptions regarding the instructional toolkit in terms of design, retention development, and implementation. The sample was categorized into two groups: 100 primary students and 100 secondary students. All students were studying in public school in the Thonburi district in Bangkok, Thailand, using multilevel group research design. The instruments were a) an instructional toolkit, b) achievement tests, c) a questionnaire, and d) interviews. The data were collected before, during, and after conducting research. The data were analysed quantitatively, using SPSS to find out the frequency, mean (M), and standard deviation (SD) of the participants’ perceptions regarding use of the instructional toolkit, and qualitatively using content analysis. The research revealed that a vast majority (95%) of students and teachers acknowledged the toolkit’s efficiency and efficacy, with significant improvements noted post-intervention. Additionally, the toolkit effectively enhanced knowledge retention in verb tense structures across different educational levels, showing particular resonance with higher-grade students and those at intermediate proficiency. However, despite appreciation for its user-friendly design and retention-enhancing features, there was a clear recommendation for the inclusion of more diverse real-world examples in future iterations.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"25 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated the effects of close reading and writing among 13 Chinese English as a foreign language (EFL) learners over an 11-week course. The course was designed to focus on multiple close readings for writing summaries, craft writing, and writing planning. The results of standardised reading and writing tests were used to quantitatively analyse the data using a paired sample t-test. The results indicated a statistically significant improvement in English learners’ writing and demonstrated a relationship between reading and writing after the learners participated in the course. Subsequently, qualitative data from semi-structured interviews were thematically analysed. Learners reported the benefits of repeated reading and annotating to written summaries, different reading purposes for developing writing skills, and the practice of after close reading discussions for writing planning and promoting independent writing. Therefore, our findings suggest that the implementation of redesigned close reading can be used to improve Chinese EFL learners’ writing.
{"title":"Redesigned Close Reading: An Integrated Approach to Improving the Writing of Chinese Learners","authors":"Ruijun Song","doi":"10.5539/elt.v16n11p18","DOIUrl":"https://doi.org/10.5539/elt.v16n11p18","url":null,"abstract":"The study investigated the effects of close reading and writing among 13 Chinese English as a foreign language (EFL) learners over an 11-week course. The course was designed to focus on multiple close readings for writing summaries, craft writing, and writing planning. The results of standardised reading and writing tests were used to quantitatively analyse the data using a paired sample t-test. The results indicated a statistically significant improvement in English learners&rsquo; writing and demonstrated a relationship between reading and writing after the learners participated in the course. Subsequently, qualitative data from semi-structured interviews were thematically analysed. Learners reported the benefits of repeated reading and annotating to written summaries, different reading purposes for developing writing skills, and the practice of after close reading discussions for writing planning and promoting independent writing.&nbsp;Therefore, our findings suggest that the implementation of redesigned close reading can be used to improve Chinese EFL learners&rsquo; writing.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"9 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohamadreza Jafary, Seyedeh Fatemeh Amani, Brian Benoit
Proficiency in IELTS writing tasks is crucial for obtaining high scores in this internationally recognized test. This quasi-experimental study investigated the effectiveness of corrective feedback in improving the gain scores of both academic writing task 1 and task 2. Sixty Iranian students participated in pre/post-test administrations, with the experimental group receiving instruction based on the analysis made on 10 model essays, and the control group received reformulation on their own produced texts. Two skilled raters assessed the students' typewritten texts in terms of task response and "coherence/cohesion" – two writing band descriptors. After conducting ANOVA and Bonferroni post hoc tests, the results demonstrated that the treatment group achieved significantly higher scores in the two mentioned components. In both the post-test and delayed post-test, the Experimental Group (EG) consistently outperformed the Control Group (CG) in task response sub-scale of academic writing task 1 & 2 (p < 0.05). Further examination, employing a multi-mediator approach, accentuates the substantial impact of these writing rubrics on the overall IELTS score. Additionally, within the EG, there was a significant increase in coherence scores between the pretest and posttest (p < 0.05). However, no statistically significant change was observed between the post-test and the delayed post test (p > 0.05).
{"title":"Enhancing Writing Proficiency: The Role of Model Essays as Corrective Feedback Tools in IELTS Writing Task Achievement and Coherence/Cohesion","authors":"Mohamadreza Jafary, Seyedeh Fatemeh Amani, Brian Benoit","doi":"10.5539/elt.v16n11p1","DOIUrl":"https://doi.org/10.5539/elt.v16n11p1","url":null,"abstract":"Proficiency in IELTS writing tasks is crucial for obtaining high scores in this internationally recognized test. This quasi-experimental study investigated the effectiveness of corrective feedback in improving the gain scores of both academic writing task 1 and task 2. Sixty Iranian students participated in pre/post-test administrations, with the experimental group receiving instruction based on the analysis made on 10 model essays, and the control group received reformulation on their own produced texts. Two skilled raters assessed the students&#39; typewritten texts in terms of task response and &quot;coherence/cohesion&quot; &ndash; two writing band descriptors. After conducting ANOVA and Bonferroni post hoc tests, the results demonstrated that the treatment group achieved significantly higher scores in the two mentioned components. In both the post-test and delayed post-test, the Experimental Group (EG) consistently outperformed the Control Group (CG) in task response sub-scale of academic writing task 1 &amp; 2 (p &lt; 0.05). Further examination, employing a multi-mediator approach, accentuates the substantial impact of these writing rubrics on the overall IELTS score. Additionally, within the EG, there was a significant increase in coherence scores between the pretest and posttest (p &lt; 0.05). However, no statistically significant change was observed between the post-test and the delayed post test (p &gt; 0.05).","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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