چکیده:
Although story mapping strategy has been shown to be beneficial in many reading comprehension classes, the benefits of this technique have not been thoroughly investigated in L2 writing research. The small number of previous studies (e.g., Li, 2007; Brunner, 2010) have found the potential benefits of using story mapping strategy on students’ writing performance, but they did not focus on different aspects of students’ writing. Therefore, this study aimed at investigating the effect of story mapping strategy on writing performance of EFL learners in terms of writing components (i.e., organization, content, grammar, mechanics, and style). After administering a standard proficiency test (OPT), 30 out of a pile of 82 Iranian EFL learners all majoring English teaching were selected and assigned to two groups: one experimental group and one control group. Both experimental and control groups completed two thirty-minute composition writing tests, one as a pre-test and the other one as a post-test. The experimental group received four sessions of instruction on how to use story mapping strategy in writing personal narratives. The results of One-way ANOVA and post-hoc Scheffé test indicated that the experimental group, which used story mapping strategy, made more progress in their personal narrative writings. Also, the results revealed that L2 learners made more progress in all writing aspects. The study contributes to teaching pedagogy by encouraging teachers to use story mapping strategy in L2 writing classes
خلاصه ماشینی:
The results of One-way ANOVA and post- hoc Scheffé test indicated that the experimental group, which used story mapping strategy, made more progress in their personal narrative writings.
Keywords: Story mapping; L2 writing; personal narratives; writing components; metacognitive strategies Perhaps the most controversial issue in the field of second/foreign language writing in recent years has been the notion of genre.
One important metacognitive strategy that can be helpful for developing narrative writing performance of students is story mapping (Li, 2007).
In another study, Zipprich (1995) taught a group of intermediate-level students with learning disabilities and poor writing skills to use a pre-structured story web in order to improve their narrative story writing ability.
However, to the researchers‟ best knowledge, no study has been conducted in a second/foreign language learning environment to examine the effect of story mapping technique on L2 learners‟ writing performance.
Procedure To carry out this study, these procedures were followed: First, after administering a standard general language proficiency test ( Allan, 2004), 30 intermediate L2 learners out of a pile of 82 L2 learners all majoring in TEFL at Islamic Azad University, Najafabad Branch were selected and assigned to two groups randomly: one experimental group who received instruction on how to use story mapping technique as a pre-writing activity, and one control group who followed the traditional and conventional class activities.
Results of Descriptive Statistics of Total Scores on Post-test for SMEG and SMCG {مراجعه شود به فایل جدول الحاقی} As Table 1 shows, the overall writing mean score for story mapping experimental group is 70.