The Effect of Strategies-Based Instruction on the Improvement of EFL Learners' Writing Quality
A Sociocultural Approach
Bibliographic Data
| ID | 4182421 |
|---|---|
| Authors | Mohammad Rahimi (0000-0001-5625-3275, Shiraz University), Elmira Noroozisiam (Shiraz University) |
| Year | 2013 |
| Volume | 3 |
| Issue | 2 |
| Publication date | 2013-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244013494222 |
| OpenAlex | W2139396137 |
| Language | EN |
| Citations received | 3 |
| References cited | 22 |
The present study draws primarily on Vygotsky's (1978) sociocultural approach and sets out to explore the effect of instruction of sociocultural writing strategies on the improvement of EFL learners' quality of writing. The study was conducted with two EFL writing classes randomly assigned to an experimental ( N = 22) and a control group ( N = 21) during a university term. Although the students in both classes worked in groups while practicing writing, only the experimental group was continuously taught to mediate their writings through different strategies and contextual mediations based on Engstrom's (1987) activity theory. The students' individual writing scores at the beginning and at the end of the experiment were compared, and the results convincingly proved that the experimental group made significantly more improvement in their writing ability than did the control group. The analysis of the recorded students' interactions in both groups revealed that the experimental group used almost all the sociocultural strategies while practicing writing, whereas the control group made a very limited use of only some of these strategies
Collaborative writing · Mathematics education · Pedagogy · Sociocultural evolution · Sociology · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Student Assessment and Feedback
Interaction in the language curriculum
Learning by Expanding
Activating the ZPD
Collaborative writing
Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom
Integrating Research Areas
Vygotsky’s Theory of the Higher Psychological Processes
Pair versus individual writing
Sociocultural theory and second language acquisition
Second language learning as a mediated process
Twenty-Five Years of Contrastive Rhetoric
The Composing Processes of Advanced ESL Students
Formative assessment and self-regulated learning
Writing Expertise and Second-Language Proficiency
| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |