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Marashi, H., Chizari, A. (2016). Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency. Journal of English Language Pedagogy and Practice, 9(19), 37-61.
Hamid Marashi; Azam Chizari. "Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency". Journal of English Language Pedagogy and Practice, 9, 19, 2016, 37-61.
Marashi, H., Chizari, A. (2016). 'Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency', Journal of English Language Pedagogy and Practice, 9(19), pp. 37-61.
Marashi, H., Chizari, A. Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency. Journal of English Language Pedagogy and Practice, 2016; 9(19): 37-61.

Using Critical Discourse Analysis Based Instruction to Improve EFL Learners’ Writing Complexity, Accuracy and Fluency

Article 3, Volume 9, Issue 19, Summer and Autumn 2016, Page 37-61  XML PDF (285.87 K)
Document Type: Research Paper
Authors
Hamid Marashi email 1; Azam Chizari2
1Associate Professor of Applied Linguistics Islamic Azad University at Central Tehran
2MA in TEFL Islamic Azad University at Central Tehran
Abstract
The literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional meaning of a text but also its ideological assumptions. Accordingly, this study was an attempt to investigate the impact of critical discourse analysis-based (CDA) instruction on EFL learners’ writing complexity, accuracy, and fluency (CAF). To fulfill the purpose of this study, 60 female intermediate EFL learners were selected from among a total number of 100 through their performance on a piloted sample PET. Based on the results, the students were randomly assigned to a control and an experimental group with 30 participants in each. Both groups underwent the same amount of teaching time during 17 sessions which included a treatment of CDA instruction for the experimental group. A writing posttest was administered at the end of the instruction to both groups and their mean scores on the test were compared through a MANOVA. The results led to the rejection of the three null hypotheses, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their writing CAF. To this end, it is recommended that CDA instruction be incorporated more frequently in writing classes following of course adequate syllabus design and materials development.
Keywords
Critical discourse analysis; Writing Accuracy; writing complexity; writing fluency
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