The Effect Of Task Complexity And Task Condition On Iranian Efl Learners' Accuracy, Complexity And Fluency Of Written Task Performance
Kajian ini bertujuan mengkaji bagaimana peningkatan tahap kekompleksan tugasan (tugasan Here-and-Now vs. There-and-Then) mempengaruhi prestasi tugasan penulisan pelajar EFL Iran, semasa melaksanakan tugasan open vs. closed yang diutarakan dalam hipotesis Robinson's Cognition (2001). Seramai...
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://eprints.usm.my/31720/1/ALI_ZAHABI_24%28NN%29.pdf |
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| Summary: | Kajian ini bertujuan mengkaji bagaimana peningkatan tahap kekompleksan tugasan
(tugasan Here-and-Now vs. There-and-Then) mempengaruhi prestasi tugasan penulisan
pelajar EFL Iran, semasa melaksanakan tugasan open vs. closed yang diutarakan dalam
hipotesis Robinson's Cognition (2001). Seramai 64 orang pelajar tahun satu ijazah pertama
yang belajar di Universiti Azad, Gorgan, Iran terlibat sama dalam kajian ini. Mereka dipilih
secara rawak dan dibahagikan ke dalam dua kumpulan yang sama: satu kumpulan didedahkan
dengan tugasan Here-and-Now dan satu kumpulan lagi didedahkan dengan tugasan Thereand-
Then . Setiap kumpulan diminta untuk menceritakan dua jenis cerita yang berbeza pada
dua keadaan yang juga berbeza, iaitu open vs. closed. Dalam empat kumpulan eksperimen,
peserta menonton cerita kartun, yang merupakan cerita bergambar 9-rangka. Kemudiannya,
prestasi penulisan mereka dinilai atau diukur bagi kekompleksan, ketepatan, dan kelancaran
(complexity, accuracy, and fluency, CAP). Bagi menguji cara dua variabel bebas daripada
tugasan Here-and-Now dan There-and-Then memberi kesan terhadap variabel bersandar,
maka skor kasar peserta dimasukkan dalam perisian komputer SPSS (version 20).
The purpose of this study is to investigate how increasing the level of task complexity
(Here-and-Now vs. There-and-Then tasks) influences the written task performance of Iranian
EFL Learners while performing open vs. closed tasks led by Robinson's Cognition
Hypothesis (2001). Sixty four first year undergraduate students studying at Islamic Azad
University of Gorgan, Iran served as the participants of this study. They were randomly
selected and divided into two equal groups of those with Here-and-Now tasks and those with
There-and-Then tasks. Each group was asked to narrate two different types of stories under
the two different conditions, open vs. closed. In the four experimental groups, the participants
were presented with the cartoon picture which was a nine-frame picture story. Then, their
writing performance was measured for complexity, accuracy, and fluency (CAF). To test the
way the two independent variables of Here-and-Now task and There-and-Then task affect the
dependent variables, the raw scores of the participants were fed into the computer software
SPSS (version 20). |
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