The Effects of Processing Instruction and Traditional Instruction on Iranian EFL Learners’ Writing Ability

Hossein Hashemnezhad, Sanaz Khalili Zangalani


The aim of the present paper was to investigate the effects of processing instruction and traditional instruction on Iranian EFL learners’ writing ability. Thirty participants who were non-randomly selected out of 63 Intermediate EFL learners, taking English courses in a language institute in Khoy-Iran, participated in this quasi-experimental study. All the participants were female with the age range of 18-24. The participants were randomly assigned into two experimental groups of processing instruction and traditional instruction. Two different instructional packages were used as treatment and two free writing tasks were employed as pre-test and post-test in this study. The results revealed that although both instructions had positive effects on Iranian EFL learners’ writing ability, processing instruction group performed significantly better than traditional instruction. Some pedagogical implications of the findings were presented. The results might be helpful in syllabus design and teaching methodology.

Full Text:



Copyright (c) 2012 Hossein Hashemnezhad, Sanaz Khalili Zangalani

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.