All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">Writing is viewed as&nbsp;one of the most important language skills both in L1 and L2 learning. The&nbsp;purpose of the present study was to investigate the impact of one way and two-way task types through jigsaw reading activities on the writing performance&nbsp;of Iranian EFL learners. The participants of the study were 90 B.A. Students at the intermediate level and they were studying English in intact classes. These 90 learners were divided into three equal groups of 30 and homogenized prior to the administration of the treatment through giving them a PET as a proficiency test. Following that, a pretest of writing was given to the three groups. Next,&nbsp;the two experimental groups received one way and two-way jigsaw reading&nbsp;activities while the control group did not receive such treatment and followed&nbsp;the conventional method of instruction based on the syllabus set by the&nbsp;university. The length of the treatment was ten sessions and each session was&nbsp;90 minutes. At the end of the treatment, the participants were given the&nbsp;posttest of writing the scores of which were used to address the research&nbsp;question. The results of statistical analyses indicated that two-way tasks were&nbsp;significantly more effective on the writing performance of the participants.</p>

The Effect of One-way and Two-way Jigsaw Reading Task on the Writing Performance of Iranian EFL Learners

Original Research 

ltrq.2019.12.01.xml

Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Task-based Language Teaching and Testing: In Honour of Rod Ellis

<p style="text-align:justify;">A "Gallery Walk" is an action that permits students to examine and show their last work around a room much like artists would show their artistic pieces in a “exhibit.” It is a way that learners can share their group tasks or individual responses to a content in a stress-free way with the confirmation of getting some feedback from their learning network. This study investigated the impact of gallery walk technique on Iranian pre-intermediate EFL students' oral execution. Firstly, 60 homogeneous pre-intermediate students from a private language institute were selected and randomly divided into two equal groups, named as experimental and control group. Then they were pretested through a researcher-made speaking test. The learners in the experimental group received gallery walk technique and the control group continued the ordinary program of the classroom; they did not receive any treatment. After the treatment, the researchers administered the modified version of the mentioned pre-test as the post-test. Independent and Paired Samples T-tests were run to analyze the data. The results of post-test showed that experimental group outperformed the control group. The findings indicated that gallery walk technique improved Iranian pre-intermediate EFL learners' speaking ability.</p>

The Effect of Gallery Walk Technique on Pre-intermediate EFL Learners’ Speaking Skill

ltrq.2018.08.01.xml