The Effect of Teaching Paragraph Writing in L1 on Iranian Adult EFL Learners’ Writing Ability

Mohammad Daneshvari, Mohammad Davoudi


Despite the importance of writing in ESL/EFL contexts, too many youngsters do not learn to write well enough to meet the demands of school or the workplace. The present study strives to probe into the effect of teaching paragraph writing styles in the first language on the wiring proficiency of Iranian EFL learners. To conduct the study, a quasi-experimental design was used. The participants of this study were 40 male and female language learners learning English as the foreign language at the Oxford language institute in Bojnourd in the Northern Khorasan province of Iran who were divided into experimental and control groups. There was no treatment for the control group, but the experimental group received the treatment in which four types of paragraphs-descriptive, explanatory, contrastive, comparative- were taught in participants' first language (Farsi). After the treatment, a simplified English proficiency test focusing mainly on English writing skill was used to assess the effectiveness of the treatment. Independent t-test results showed a significant difference between the mean scores of the experimental and control groups on the posttest of writing ability. As for the gender differences, the results of the independent sample t-test revealed that there is a statistical significant difference between writing proficiency of Iranian males and females EFL learners in terms of making use of first language text structure knowledge. The implications of the study are discussed.

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