خلاصه ماشینی:
"Such a categorization was carried out on the writings of L2 learners by researchers such as Swain and Lapkin (1995) and Qi and Lapkin (2001), and the learners’ LREs were classified into four broad categories: lexical resources (selecting words, phrases, and expressions), form (articles, agreement, sentence structure, verb form, tense, prepositions, comparative and superlative, punctuation, and spelling), discourse (logical sequencing, cohesion and coherence, and organization of paragraphs), and relevance (domain words, relevant supporting ideas, and students’ topic related opinions and background knowledge).
After the think-aloud session, the researchers interviewed each of the participants who had already undergone the above procedure to gain further insight about their attitude towards using model essays in improving their writing skills.
To do this, the gain scores for each group (between the pretest and posttest) were computed and then an independent t-test was run between the mean gain scores of the two groups to see whether exposure to model essays resulted in more improvement in the writing of intermediate level or in that of the advanced level.
Figure 1 – The frequency of the four error types in the pretest 250 Intermediate Advanced 200 150 100 50 0 Discourse Relevance Lexical resources Form 125 Figure 2 – The frequency of the four error types in the posttest 200 Intermediate Advanced 150 100 50 0 Discourse Form Lexical resources Relevance Research Question 4 The fourth research question aimed at investigating which aspects of their writing the participants believed had improved due to exposure to model essays."