Chapter I

Background and Purpose of the Study

In contemporary times, writing is increasingly becoming an essential

component of the lives of those who possess the ability to read and write

(assuming there are no individuals who lack this skill). The progression of

technologically-driven forms of communication, such as chat rooms, emails,

forums, and so on, need human efforts to enhance or streamline the writing

procedures. In addition to these digital communication tools, the fundamental

human need for reading enjoyment demands its equivalent, namely writing.

Proficiency in writing enables individuals to leave a lasting legacy. The cyclical

aspect of the writing process is a crucial element that enables writers to

continuously update their work (Hillocks, 1987; Murray, 1982). The act of

articulating one's own ideas, thoughts, intentions, imaginings, and so on, bestows

influence upon the writer. Heller (1991) argues that sociocultural functions serve to

increase the collective desire for literacy by promoting reading and writing.

According to Wells (1999), writing encourages learners to analyses their own

interpretations of others' ideas and perspectives, as well as their own personal

experiences and insights. Hyland (2003) argues that developing writing skills is

crucial for both ESL/EFL learners and academics in order to demonstrate academic

success.
 In the last three decades, there has been significant focus on incorporating

genre into language instruction and acquisition in second language (L2) classrooms

(Rasyidah, 2019). Hyland (2002) outlined two objectives for this study: firstly, to

comprehend the connection between language and its use environment, and

secondly, to apply this understanding to enhance language and literacy instruction.

Genre theory has been used as a valuable tool for instructing writing in English as

a second language (ESL) settings, particularly in English for Specific Purposes

(ESP) research (Nueva, 2016; Derewianka, 2003).

In the area of L2 writing, genre-based techniques have shown to be effective

in teaching graduate students about the distinctive qualities of discourse. This is

achieved via developing awareness of these traits. This has been supported by

research conducted by Cheng (2011), Hyland (2007), and Swales (1990, 2004).

The genre-based writing techniques differ depending on the specific

educational situations (Rasyidah, 2019). Regarding the ESP school of thinking, the

instructions assume that learners' existing norms and literacy abilities differ

significantly from the skills they really require (Hyland, 2003). Thus, genre-based

learning and teaching may enhance learners' understanding of various discourses

(Rasyidah, 2019). According to Clark (2005, p. 1), using a genre-based approach to

writing assignments may enhance teachers' understanding of implicit expectations

writing projects with more success. Bawarshi (2003 as mentioned in Rasyidah,

2019) emphasized the need to go beyond genre, where the genre should influence

the individuals, setting, and objectives of the class. According to some writing

scholars, writing assignments may be considered a genre. They argue that handling

these tasks in a certain manner might be beneficial for both instructors and

learners. This viewpoint is supported by Clark (2005), Bawarshi (2003), and

Hagemann (2002).

Although academic writing styles differ throughout fields, the argumentative

essay is considered the most crucial genre in the academic arena (Wu, 2006). The

key aspect of this specific genre is the capacity to construct coherent and

persuasive arguments, which is a crucial talent in an academic setting (Németh and

Kormos, 2001; Wolfe, 2011; Wingate, 2012; Rapanta et al., 2013). According to

Nesi and Gardner (2006), academic publications from many fields often emphasise

the need of demonstrating critical thinking skills and constructing persuasive

arguments. Nevertheless, despite the significance of argumentative essay writing in

the academic sphere, numerous studies conducted in both first language (L1) and

second language (L2) writing contexts have revealed the challenges that students

encounter when it comes to argumentative writing. These studies include the works

of Qin and Karabacak (2010), Abdollahzadeh et al. (2017), Altınmakas and

Sundari and Febriyanti (2021). A significant challenge faced by pupils is

understanding the notion of argumentation. Several students are unaware of the

requirement to construct arguments in their writings or struggle with constructing

arguments in their essays (Davies, 2008; Bacha, 2010; Wingate, 2012).

Proficiency is an often used term in applied linguistics, especially in the

context of second language acquisition (SLA), however it is difficult to correctly

define. Several scholars emphasize the fundamental components of competence,

namely complexity, accuracy, and fluency (CAF) (e.g., Ellis, 2003, 2008; Skehan,

1998). The CAF triad has become the main focus in the study of applied

linguistics, according to the literature. According to Housen and Kuiken (2009),

CAF has been utilized to predict the performance of language students in both oral

and writing assessments. It is also used to test the underlying ability of students

that influences their performance.

Complexity is currently defined as the degree to which students may

improve their flexible and intricate language skills, while accuracy is now seen as

the extent to which learners want to produce language without errors (Ellis, 2008).

Fluency refers to the ability to smoothly access and control attention in language.

Fluency, on the other hand, represents the concepts of access fluidity and attention
management. Access fluidity involves moving beyond the literal meanings of

words, while attention management involves selectively focusing on language

development (Segalowitz, 2007). The current study aimed to assess the complexity

and accuracy of argumentative writings produced by Iranian EFL students.

1.1. Statement of the Problem

Hyland (2003) argues that possessing expertise in academic writing may serve as

conclusive proof of the academic accomplishments of EFL/ESL students.

According to Richards and Renandya (2002), writing is often regarded as a

challenging and essential ability for students. Moreover, the act of writing is

considered a formidable undertaking for students who are learning English as a

foreign language or English as a second language (Fajrina et al., 2021). It is

essential for these students to produce well-crafted written work in order to meet

the academic demands of a language in which they may lack proficiency or

familiarity (Abas & Aziz, 2016). Despite its importance, writing may seem to be

the language skill that has received the least attention in Iranian higher education

settings for EFL. As a result, in order to address the educational deficit, many

teaching methodologies such as product-oriented, process-oriented, and genre-

based methods have been used so far. The genre-oriented technique has garnered
increased attention in the realm of writing's discourse and rhetoric due to its

theoretical robustness and proven efficacy in practical application.

According to Gibbons (2002), scaffolding may be described as a temporary

structure commonly used during the construction of a building. Upon completion

of each section of the new structure, the scaffolding is dismantled. The scaffolding

is a transitory structure, yet vital for the erection of the edifice. Wood et al. (1976

as cited in Al-Yami, 2008) were the first to use the term "scaffolding" in a

pedagogical context. They defined it as the process where an adult guides and

supports a learner by taking control of the parts of a task that the learner is not yet

capable of doing, allowing the learner to focus on and complete only the parts they

are competent in. Similarly, the process of teaching might be likened to the process

of constructing a structure. From this perspective, the concept of scaffolding is

utilized to illustrate the support provided to a student during the process of

acquiring a new skill (Al-Yami, 2008). This assistance varies depending on the

student's capacity to independently complete the assignment. Scaffolding is a sort

of temporary assistance that supports and motivates learners to attain greater levels

of understanding or accomplishment in completing a given task. Scaffolding is a

procedure in which an instructor helps learners to overcome challenges,

accomplish tasks, achieve goals, or acquire skills that they would not be able to do

on their own (Larkin, 2002).

and brainstorming, requiring a combination of skills that cooperative learning may

influence. The ability to write proficiently necessitates cultivating advanced

thinking and reasoning skills (Hoorijani & Heidari Tabrizi, 2023). However, as far

as the researcher of the present study reviewed the literature, there was no study in

the Iranian EFL context to probe the impact of using scaffolded genre-based

approach on argumentative essay writing among Iranian EFL learners. Therefore,

this study aimed at investigating the effects of scaffolded genre knowledge use on

EFL learners’ argumentative writing complexity and accuracy.

1.2. Significance of the Study

Writing is considered a challenging skill for students who are learning English as a

foreign or second language (EFL/ESL) (Fajrina et al., 2021). They are required to

write well in a language that they may not be very acquainted or skilled in (Abas &

Aziz, 2016; Rao, 2007), in order to satisfy the academic standards. Furthermore, in

an educational context, writing may be utilized for the purpose of taking

comprehensive notes throughout the learning process, as well as for producing

scholarly papers, theses, essays, and compositions to fulfil the requirements of

relevant authorities, among other functions (Hyland, 2013).

knowledge of English as a Foreign Language (EFL) students in argumentative

writing lessons within the Iranian EFL environment. Based on the researcher's

examination of the relevant literature, no study has been conducted to examine the

impact of scaffolded genre knowledge on the complexity and accuracy of

argumentative writing by EFL learners in the Iranian setting. Consequently, the

current work aims to address this gap in the existing literature.

The current study's results may enhance the genre-based writing area by

providing important scaffolded activities that illustrate different sorts and levels of

assistance that EFL instructors can provide. The findings may assist EFL

instructors in using genre knowledge challenges.

Hence, this research has the potential to provide valuable insights to those

interested in teaching English as a foreign language (TEFL), as well as those

interested in understanding the impact of scaffolded activities on foreign language

acquisition. Therefore, this research aims to enhance the existing body of

knowledge on these subjects by offering empirical data to support or challenge

these claims.

1.3. Research Questions

This study aimed at answering the following research questions,

learners’ argumentative writing complexity?

RQ2. Does scaffolded genre knowledge have any significant effect on Iranian EFL

learners’ argumentative writing accuracy?

1.4. Research Hypotheses

In order to answer the research questions, the following hypotheses were

formulated,

H1. Scaffolded genre knowledge has significant effects on Iranian EFL learners’

argumentative writing complexity.

H2. Scaffolded genre knowledge has significant effects on Iranian EFL learners’

argumentative writing accuracy.

1.5. Definition of the Key Terms

1.5.1. Genre Knowledge: Based on Tardy (2016), genre knowledge is an

understanding of a specific genre, and it is multifaceted. It is a “very sophisticated

(though not necessarily conscious) understanding of many textual, social, and

conceptual areas. This knowledge is drawn upon when writers manipulate and

exploit genres for their own purposes” (p.142). In the present study, genre
knowledge refers to the instructions of different notions on genre and related

concept in the writing class.

1.5.2. Scaffolding: Based on Gibbons (2002), scaffolding, in its common sense,

can be defined as "a temporary structure that is often put up in the process of

constructing a building. As each bit of the new building is finished, the scaffolding

is taken down. The scaffolding is temporary, but essential for the construction of

the building" (p. 10). In the present study, scaffolding is defined as the use of

instructor’s supports to enable Iranian EFL students to perform the argumentative

writing tasks through interaction and co-construction of new concepts and

knowledge.

1.5.3. Accuracy: It refers to the ability to produce grammatically correct sentences

but may not include the ability to speak or write fluently (Richards & Schmidt, 2010).

Accuracy refers to how well the target language is produced in relation to the rule

system of the target language (Ellis, 2005). In the present study, to assess accuracy,

the ratio of error-free T-units to all T-units (EFT/T) was determined (Wigglesworth &

Storch, 2009).

1.5.4. Complexity: At a very basic level, according to Bulté and Housen (2012, p.

22), a satisfying definition is that complexity can refer to “(1) the number and the

nature of the discrete components that the entity consists of, and (2) the number
and the nature of the relationships between the constituent components”. A

frequently used definition for complexity is that the language user has the ability

to produce linguistically, and thus cognitively, more demanding linguistic material

(e.g. longer units with more complex embedding elements) (Pallotti, 2009, p.

593). In the present study, the ratio of clauses to T units and the proportion of

dependent clauses to total clauses were utilized to examine complexity

(Wigglesworth & Storch, 2009).

1.6. Limitations and Delimitations

The first limitation of the present study was accessing to the participants of the

study in which the researcher selected the participants through convenience

sampling. The second limitation was accessing to some articles and books which

were not open-access.

In addition, the researcher delimited the participants to the intermediate EFL

learners and other levels were not considered in this study. Moreover, the

researcher delimited the method of teaching writing to scaffolded genre knowledge

and other methods were not practiced in the present study.

Methodology

This chapter discusses participants of the study, design of the study, and

instruments used in it. Then the data collection procedure is discussed. In the last

section, the data analysis procedure is introduced.

3.1. Participants

The initial participants of the study were 102 (63 females and 39 males) EFL

students selected from Andisheh institute in Karaj. After homogenizing students

through the administration of oxford Placement Test (OPT), 70 learners (46

females and 24 males), whose scores were within one standard deviation above and

below the mean, were selected as the participants of the study who were

intermediate EFL students. Then, they were divided into two groups: namely

control group and experimental group. The control group received the conventional

teaching method, and experimental group were taught through scaffolded genre-

based approach. Their age ranged from 15 to 19 years old, and their first language

was Persian.
3.2. Instruments

3.2.1. Oxford Placement Test (OPT)

Before starting the treatment sessions, the participants should be homogenous in

terms of their proficiency level. The students took the Oxford Placement Test

(OPT) to have their current proficiency levels checked. It is both easy to administer

and practical at grading students into different levels of proficiency. It has three

parts: Part 1 examines learners’ knowledge of grammar, part 2 assesses learners’

vocabulary knowledge, and part 3 examines writing ability. Furthermore, the

reliability index for the OPT test was calculated and reported to be .80 (Wistner,

Sakai, & Abe, 2009). Moreover, it has been reported that this placement test enjoys

construct validity (Wistner, Sakai, & Abe, 2009). (Appendix A)

3.2.2. Writing Test

In order to measure the writing ability of the participants, IELTS academic writing

task 2 (2023) employed as the pretest and posttest of the study. The rationale

behind using this test is that it is regarded as a Standard English Test, which is

developed by Cambridge University. The writing test was piloted with the 12

students who were similar to the participants regarding age and proficiency level.

The results showed that the test enjoyed the reliability standard (r=.89). In addition,
the content validity of the test was confirmed by three TEFL Ph.D. candidates.

(Appendix B)

3.3. Data Collection Procedure

The initial participants of the study were 102 (63 females and 39 males) EFL

students selected from Andisheh institute in Karaj. After homogenizing students

through the administration of oxford Placement Test (OPT), 70 learners (46

females and 24 males) were selected as the participants of the study who were

intermediate EFL students. Then, they were divided into two groups: namely

control group and experimental group. The control group received the conventional

teaching method, and experimental group were taught through scaffolded genre-

based approach. The treatments lasted 10 sessions, and every session took 90

minutes. It was a writing class which held in the institute for the IELTS candidates

as a pre-IELTS writing course. In the first session, the writing test was held as the

pre-test of the study.

In the experimental group class, the students received instructions about

notions, such as genre, register, discourse, audience, and purpose of argumentative

texts. The instructor introduced different argumentative texts to her class to teach

the conventions and features of argumentative genre through scaffolding genre

knowledge. In genre-based approach, the tasks centrality has long been highlighted
(Tardy 2009). Tasks have commonly consisted of genre analysis, albeit with

different foci depending on the genre school. The learning resulting from these

tasks in L2 learners has been mentioned in the seminal work of Cheng (2011):

Genre analysis aids learners to identify the contextual idiosyncrasies that underlie

written texts, developing both reading, writing, and the skill to perform various

genres (Yasuda, 2011). Therefore, the researcher in the present study designed the

specific genre-based tasks to be performed by the students during the treatment

sessions.

The students should identify the precise topic of their message, choose the

best language to convey it, contrast several L2 expressions of related ideas, and

choose the version that best serves their needs. The students were also urged to

read relevant real-world EFL/ESL research papers, identify recurring themes in

various parts, and examine language usage in context. Finally, in order to

synthesize their work on their drafts, the students had to identify processes in the

works of their classmates, analyses them to demonstrate appropriate variations, and

practice revising subpar samples. The majority of the extra work was writing,

either alone or under guidance, revising, and editing.

In order to scaffold the activities, the researcher used collaboration with their

students. In order to help the students co-construct their understanding of the

assignments and compositions to find flaws and difficulties.

The control group received the instruction based on the regular syllabus of the

institute. The learners in the control group were instructed through the

argumentative writing skills. At the end of the treatment, the same IELTS

academic writing task 2 was run as the posttest of the study to examine the effects

of the treatments on argumentative writing complexity and accuracy of EFL

learners.

3.4. Data Analysis Procedure

To analyze the data, descriptive and inferential statistics were used. The obtained

scores were transferred into SPSS, which is statistical software. As for the

descriptive statistics, median, maximum, and minimum scores were tabulated. The

data collected through this study was analyzed using ANOVA and independent-

samples t-test regarding the nature of the research questions.

3.5. Design

Since the present study aimed at applying the findings to develop language

learning in Iranian context, it is considered applicable. The design of this study was
quasi-experimental in nature, using a pre-test and post-test. The quasi-experimental

design, similar to true experiments, is a research design that aims to identify the

causal relationship between an independent and dependent variable. However,

unlike true experiments, quasi-experimental studies utilize non-random criteria

while assigning subjects to groups (Creswell, 2012).