The Effect of Using CALL-Based Paragraph Writing Tasks on Iranian Upper-Intermediate EFL Learners’ Writing Skill
Rostami, S., Seidi, A., Najafi Amree, S. F., & Fallahi, H. (2017).
Writing is generally evaluated as a significant and hard skill to master. Developing the writing skill is a critical issue locally as well as internationally. Few studies have investigated the effect of practicing the writing tasks of the language institute textbooks through computer assisted language learning on the EFL learners’ writing ability. Hence, the present study was an attempt to investigate whether using computer assisted language learning could have any significant impact on Iranian EFL learners’ writing skill. A sample of 60 participants was selected from among 100 upper-intermediate EFL learners in 3 language institutes in Gilanegharb, and the homogenized members were divided into an experimental group (30 learners) and a control group (30 learners). Two instruments were used: An OPT test as language proficiency test and a writing task used both as the pretest and posttest. Independent-samples t-test was used to determine the difference between the writing ability of the experimental and the control group. SPSS version 21 was used for the data analysis. Results of the study showed that using computer assisted language learning had a significant impact on Iranian EFL learners’ writing ability. The study had implications for language teachers, learners, materials developers and policy makers.