The Effect of Instruction on the Development of Voice in EFL Argumentative Writing
While a growing body of research has attempted to analyze how voice is deployed in argumentative writing, much work remains to be done in instructing voice elements. Therefore, the present study examined the effect of instruction based on Martin and White’s (2005) Engagement framework and Hyland’s (...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2020-12-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_12339_073b5ed401c4fe499f410cf704b2772c.pdf |
| _version_ | 1797378211468804096 |
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| author | Shiva Keivanpanah Nafiseh Khakbaz |
| author_facet | Shiva Keivanpanah Nafiseh Khakbaz |
| author_sort | Shiva Keivanpanah |
| collection | DOAJ |
| description | While a growing body of research has attempted to analyze how voice is deployed in argumentative writing, much work remains to be done in instructing voice elements. Therefore, the present study examined the effect of instruction based on Martin and White’s (2005) Engagement framework and Hyland’s (2008) interactional model on voice construction. To this end, a control group (20) and two treatment groups (40) were selected. The treatment groups received sessions of teaching voice elements, each based on a different model. The gain score analysis and the SPANOVA were employed to analyze the change in the use of voice elements between the treatment groups and the control group after the treatment. The results indicated that EFL learners could benefit from instruction in both treatment groups. However, learners who were aware of voice based on the Engagement framework could construct more considerable defensive voice in making an argument challenging. Findings from this study could provide implications for teaching by broadening instructors’ knowledge of voice to cultivate learners’ awareness of voice and help them to employ it effectively in IELTS writing task 2. Keywords: Argumentative writing, IELTS writing task 2, voice, instructing voice |
| first_indexed | 2024-03-08T20:04:28Z |
| format | Article |
| id | doaj.art-d881fa18e3354f978fc17ae6a79a9246 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:04:28Z |
| publishDate | 2020-12-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-d881fa18e3354f978fc17ae6a79a92462023-12-23T10:47:29ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942020-12-01928911910.22054/ilt.2020.52303.49712339The Effect of Instruction on the Development of Voice in EFL Argumentative WritingShiva Keivanpanah0Nafiseh Khakbaz1Associate Professor of TEFL, University of Tehran, Tehran, IranPhD Candidate of TEFL, University of Tehran, Kish International Campus, Kish, IranWhile a growing body of research has attempted to analyze how voice is deployed in argumentative writing, much work remains to be done in instructing voice elements. Therefore, the present study examined the effect of instruction based on Martin and White’s (2005) Engagement framework and Hyland’s (2008) interactional model on voice construction. To this end, a control group (20) and two treatment groups (40) were selected. The treatment groups received sessions of teaching voice elements, each based on a different model. The gain score analysis and the SPANOVA were employed to analyze the change in the use of voice elements between the treatment groups and the control group after the treatment. The results indicated that EFL learners could benefit from instruction in both treatment groups. However, learners who were aware of voice based on the Engagement framework could construct more considerable defensive voice in making an argument challenging. Findings from this study could provide implications for teaching by broadening instructors’ knowledge of voice to cultivate learners’ awareness of voice and help them to employ it effectively in IELTS writing task 2. Keywords: Argumentative writing, IELTS writing task 2, voice, instructing voicehttps://ilt.atu.ac.ir/article_12339_073b5ed401c4fe499f410cf704b2772c.pdfargumentative writingacademic ielts task 2voiceinstructing voice |
| spellingShingle | Shiva Keivanpanah Nafiseh Khakbaz The Effect of Instruction on the Development of Voice in EFL Argumentative Writing Issues in Language Teaching argumentative writing academic ielts task 2 voice instructing voice |
| title | The Effect of Instruction on the Development of Voice in EFL Argumentative Writing |
| title_full | The Effect of Instruction on the Development of Voice in EFL Argumentative Writing |
| title_fullStr | The Effect of Instruction on the Development of Voice in EFL Argumentative Writing |
| title_full_unstemmed | The Effect of Instruction on the Development of Voice in EFL Argumentative Writing |
| title_short | The Effect of Instruction on the Development of Voice in EFL Argumentative Writing |
| title_sort | effect of instruction on the development of voice in efl argumentative writing |
| topic | argumentative writing academic ielts task 2 voice instructing voice |
| url | https://ilt.atu.ac.ir/article_12339_073b5ed401c4fe499f410cf704b2772c.pdf |
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