| Massed Versus Spacing Instruction Impression on EFL learners' Writing Attainment: Fluency, Accuracy and Complexity in Focus |
| Paper ID : 1028-CNF-FULL |
| Authors |
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جمشید مشهدی *1, Mehran Memari2 1Dep of English Language, Ilam Univ 2English Department, Farhangian University, Ahvaz, Iran |
| Abstract |
| Admittedly, as opposed to simple writing treatments, massed or spaced instructions, more or less, seem to add variety and attractiveness to writing accomplishment. The current attempt concerned the efficacy of putting in service the two above-mentioned distribution instructions on upper-intermediate EFL learners' writing performance. To conclude, 45 upper-intermediate EFL learners (17 to 23 years) of both gender enjoyed 10 sessions in a language institute in Ilam, Iran. They were randomly divided into two experimental groups of massed and spaced and one control group each group consisting of 15. Instruments utilized were a Quick Oxford Placement Test, a writing pre-test, treatment sessions, and a writing post-test. Experimental groups were disciplined paragraph writing with massed and spaced instruction with accuracy, complexity and fluency in focus. The control group received no focused instruction. The researchers taught each session in an intensive 50 minutes' session to massed groups, whereas the similar session was taught to the spaced groups in three 17-minute short sessions at irregular time intervals. Using a before and after design, subjects were retested after 8 weeks. Lastly, a posttest of writing was carried out for all groups. The results of the paired samples t-test and One-way ANCOVA denoted that the spaced distribution group significantly outperformed the massed distribution group on the posttest and received better score in their final post-test. The outcomes declared that EFL practitioners can synthesize spacing as a conducive teaching technique into the curricula and educational materials for better writing skill achievements. |
| Keywords |
| Spaced Distribution Instruction, Massed Instruction, writing, upper-intermediate EFL learners. |
| Status: Accepted |