Pushed Output-Based Instruction Effect on Grammatical Accuracy in Sentence Writing

Pushed Output-Based Instruction Effect on Grammatical Accuracy in Sentence Writing

Creative writing is the process of inventing or rather presenting one’s thoughts in an appealing way. Regarding the problem with lack of creative writing due to the absence of creative teaching method, the present study investigates the effect of pushed output based instruction on Iranian EFL learners grammatical accuracy in sentence writing as a method of creative teaching on students writing abilities. To do this end, a sample of 50 Iranian EFL learners were selected as a homogenous sample based on their performance on English language proficiency test. They were pretested by a writing test in order to test participants pre-knowledge grammatical accuracy in writing before treatment sessions. They were randomly assigned to two experimental and control groups. In the experimental group, the teacher gave the students the opportunity to create a comfortable atmosphere as well as encouraging them to use creative thinking. The control group received writing instruction through the conventional methods in such a way that the students were required to do writing like before. Finally, both groups of the study were given another version of sentence writing section of PET as the posttest of the study. The posttest was scored by two raters. The results of independent sample t-test show that there is a statistical significant difference between the posttest scores of the participants of both groups on writing test. Therefore, the pushed output based instruction is effective in promoting learners’ grammatical accuracy in writing. From pedagogical perspective, the findings of this study are useful for EFL teachers, students as well as syllabus designers. Current EFL teachers in Iran are not completely familiar with the ways of using pushed output based instruction during the class time.

Creative writing is the process of inventing or rather presenting one’s thoughts in an appealing way. Regarding the problem with lack of creative writing due to the absence of creative teaching method, the present study investigates the effect of pushed output based instruction on Iranian EFL learners grammatical accuracy in sentence writing as a method of creative teaching on students writing abilities. To do this end, a sample of 50 Iranian EFL learners were selected as a homogenous sample based on their performance on English language proficiency test. They were pretested by a writing test in order to test participants pre-knowledge grammatical accuracy in writing before treatment sessions. They were randomly assigned to two experimental and control groups. In the experimental group, the teacher gave the students the opportunity to create a comfortable atmosphere as well as encouraging them to use creative thinking. The control group received writing instruction through the conventional methods in such a way that the students were required to do writing like before. Finally, both groups of the study were given another version of sentence writing section of PET as the posttest of the study. The posttest was scored by two raters. The results of independent sample t-test show that there is a statistical significant difference between the posttest scores of the participants of both groups on writing test. Therefore, the pushed output based instruction is effective in promoting learners’ grammatical accuracy in writing. From pedagogical perspective, the findings of this study are useful for EFL teachers, students as well as syllabus designers. Current EFL teachers in Iran are not completely familiar with the ways of using pushed output based instruction during the class time.