Article published in:ITL - International Journal of Applied Linguistics
Vol. 133/134 (2001) ► pp. 227–239
On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions
The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability?The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words.The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.
Published online: 01 January 2001
Cited by 2 other publications
Silva, Tony & Colleen Brice
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