The Effect of Intensive Teaching of Conditional Sentences Type One

The Effect of Intensive Teaching of Conditional Sentences Type One on Iranian Grade Three High School Students’ Writing Ability [PP: 99-105] Banafshe Farhangi Department of English Language, College of Humanities Islamic Azad University Rasht Branch, Iran Dr. Majid Pourmohammadi (Corresponding Author) Department of English Language, College of Humanities Islamic Azad University Rasht Branch, Iran ABSTRACT This study investigated the effectiveness of intensive teaching of conditional sentences type one on Iranian grade three high school students’ writing ability. To this end, to get the objective, 30 female grade three level high school students with the age range of 16 at Shahid Beheshti School in Goorabzarmikh, SomeSara, Iran were selected from 80 students based on their performance on Quick Placement Test. They were randomly divided into two groups, an experimental and a control. Those in the experimental group received eight-session treatment that was the use of intensive teaching of the conditional sentence type one and, on the other hand, those in the control group received eight-session through normal regular teaching method. In normal regular teaching method, teacher used textbooks and traditional method in teaching the grammatical points. A posttest was then administered to both groups. The results revealed that the experimental group that utilized intensive teaching of first conditional sentences made a noticeably higher progress in terms of their writing ability than the control one. Keywords: Conditional sentences, Intensive teaching, Writing skill ARTICLE The paper received on Reviewed on Accepted after revisions on INFO 05/05/2018 10/06/2018 28/08/2018 Suggested citation: Farhangi, B. & Pourmohammadi, M. (2018). The Effect of Intensive Teaching of Conditional Sentences Type One on Iranian Grade Three High School Students’ Writing Ability. International Journal of English Language & Translation Studies. 6(3). 99-105.

1. Introduction counterproductive to promoting the Writing is the one of four skills that development of skilled writing and every language user needs to know how to motivation to write, including limiting the use it and to know the importance of writing degree to which students paced their own different texts, articles, books, and writing efforts, selected their own topics, magazines and so on. According to So and and worked peers. Lee (2013, pp. 1-2), “as second language To a school student the word writing is considered very short complex for grammar means analytical and L2 learners, and a need for systematic and terminological study of sentences. comprehensive writing instruction is Knowledge of grammar helps students in the heightened”. correction of mistakes and improvement of Troia (2007) believed that for written work. Grammar is a sure ground of teachers to be able to adeptly use a process reference when linguistic habits fail us. So approach, 90-minutes per week is bare grammar is indispensable (Debata, 2013). minimum, but most teachers who espouse The characteristic of writing, which create such an approach appears to be devoting less this impression vary from language to than that to their instruction. Similarly language. In English, one of the key factors Graham, Harris, Fink, and MacArthur in fluent writing, specially writing of (2003) found that only slightly more than conditional sentences is the order of half of primary grade teachers across the information within the sentence, and in nation reported making more than one or particular at the beginning of the sentence two instructional adaptations for struggling (Elloway, 2013). writers, and sometimes the adaptations were 1.1 Statement of the Problem

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Many teachers use different tools to language learners find it painstaking to write enhance their students' learning specially in the target language, producing less fluent writing skill. L2 writing is confronting a sentences and encountering difficulties in large number of linguistic problems with the revision of their written work (Hyland, vocabulary items and sentence structures. L2 2003), however, these difficulties are not is a complicated skill and l2 learners need to only attributed to their linguistic abilities but know sufficient information of vocabulary they mostly lay in the nature of writing and accurate sentence construction, but they process itself (Chih, 2008). write and revise the drafts several times and 1.2 Significance of the Study they are not satisfied with the writing Given a paucity of research about process because of limited number of class intensive teaching of conditional sentences sessions and insufficient time in class. For type one on writing ability, the present study L2 learners who do not have sufficient sought to provide ground for more accurate knowledge of four writing components, judgments to be made about the efficacy of content, organization, structure and intensive teaching of writing accurate mechanicsl2 writing is very complicated. grammatical texts and writing ability. This Some students may have limited study is supposed to be helpful to increase understanding of English structures, the students’ writing ability in the field of especially in understanding types of grammatical points especially in writing conditional sentences and this is because of accurate conditional sentences type one. that they may have limited grammatical In addition, the study helps the knowledge and information. For the learners teachers to use creative ways to teach the up to now there are many grammatical students and evaluate them. This study will problems which are related to making be efficient for students who want to learn different sentences on the basis of language and for teachers in classrooms grammatical principles such as making especially in senior high schools. The study different types of conditional sentences or will be useful for teachers in high schools to making passive voice sentences and etc. evaluate their students and apply suitable Most students do not use grammatical strategies in order to increase students' structure accurately in school for example knowledge of language and their writing when they are asked to write an essay or a skill. text which should use conditional sentences, 1.3 Research Question they may make a mistake. This research seeks to find a Novice and struggling writers do not practically justified answer to the following know enough information about writing question: process and writing grammatically to make Does the intensive teaching of first big picture changes (Shreman & Delapaz, conditional sentences produce a statistically 2015). They are reasons why poor writers significant effect on Iranian grade three high are not adapting at making more substantive school students᾿ writing ability? discourse-level revisions. One set of reasons 2. Literature Review pertains to cognitive and motivational One crucial step in elevating the issues, while another pertains to status of writing instruction and its instructional issues (Troia, 2007). associated research is to identify what we For the learners, up to now little and know and where we need to know to invest marginal research have been carried out on further effort for the field to flourish and the effect of intensive teaching conditional draw attention it deserves from various sentences type one on EFL learners' writing stakeholders. To that end there are improvement. This research investigates the summarized research findings in four areas: effect of intensive teaching conditional characteristics of struggling writers’ sentence type one on grade three high school products and processes, essential instruction students’ writing ability. Although in writing content and process, assessment, and simple text, L2 learners may use their own teachers’ practices and professional grammatical language (native language) and development (Troia, 2007). may intermix the learning of target language Wilder and Mongillo (2007) rules with their own language. Teachers maintained that teacher educators have the should consider the ways to solve these dual responsibility to ensure that pre-service problems, and use different techniques to teachers can compose well-written prevent it and help them to write expository text and that they are prepared to grammatical sentences accurately. Foreign teach the skills to their students. Both state

Cite this article as: Farhangi, B. & Pourmohammadi, M. (2018). The Effect of Intensive Teaching of Conditional Sentences Type One on Iranian Grade Three High School Students’ Writing Ability. International Journal of English Language & Translation Studies. 6(3). 99-105. Page | 100

The Effect of Intensive Teaching of Conditional Sentences… Banafshe Farhangi & Majid Pourmohammadi

and national standards articulate the intensive teaching format was inevitable due importance of teaching and learning about to the fact that the subject were the low expository text structures. scoring students who needed more practice Nation and Macalister (2010) to catch up with their peer. believed that focus on the product of Advocates of intensive course assert communication, particularly in reading and that accelerated teaching programs have a writing can have a positive effect on significant effect on learners’ English language use. Feedback about the process of knowledge development (Moghadam & communication can be brought about Malekzadeh, 2011). The superiority of the valuable improvement in formal speaking, outcome of intensive English program over and in writing. The giving and receiving of regular courses has been corroborated in the feedback is an integral part of the process in the related literature (Burton & Nesbit, approach to writing. A key point for teachers 2002; Hong-nom & Leavel, 2006). to remember, however, is that the learners 2.2 Conditional Sentence Type One are required to do something with the Our concern is every day feedback they receive (Chandler, 2003). conditionals, including all sentences of the Hudson (2004) also believed that one form if A then C or C if A, where A and C are of the most important pillars of the literacy declarative clauses. Naive individuals can strategy is that grammar should be closely grasp the meaning of such assertions, and integrated with writing activities. Grammar they can use it to reason. has been considered in both these roles: as a The term naive refers to merely to tool or resource that a writer uses, and also as people who have not studied logic in any a part of the outcome of the writing process. depth. The conditional type one and two In the terminology of theoretical have separate core meanings that refer to sets linguistics, grammar shall be considered both of possibilities. Knowledge, pragmatics, and as “competence” (knowledge) and semantics can modulate these meanings “performance” (behavior or the product of (Johnson-Laird & Byrne, 2002). the behavior in text) Johnson-laird and Byrne (2002) also 2.1 Defining Intensive Teaching believed that conditionals consistent with Davies (2006) described intensive only a single possibility usually depend on teaching models known as “accelerated”, common knowledge the speaker and hearer. “time-shortened”, “block format”, These facts of the matter can be expressed “compressed” course or “intensive modes of either literally or ironically. Kufman (2005) delivery (IMD) have been defined in various distinguished between predictive and non- ways. Block teaching has been defined as: “a predictive readings of conditionals. The daily schedule that is organized into larger predictive differ from the non-predictive in blocks of time (more than sixty minutes) to that the antecedent 1) carries the certain allow flexibility for diversity of instructional condition when used in isolation, but not in activities”. Block teaching is a practice more the conditional, and 2) refers to a state of suited to the high school sector. It consists of affairs that is not yet “manifest” or longer than usual classes held during a “verifiable” at speech time. He took (1) and conventional timetabled schedule. (2) to be reflections of the same semantic The whole curriculum design process properly. can be applied to something as small as an Hasselgard (2016) explained that the activity in a lesson. Alternatively, attention conditionals are analyzed for syntactic, can be focused on just one part of the semantic and pragmatic features, i.e. curriculum design process. It should be clear syntactic position of the conditional clause, from this that curriculum design is not the verb forms used in hypothetical or exclusive possession of full-time curriculum pragmatic. Delereck and Reed (2001) designers. Teachers need to make decision believed that conditional constructions are relating to curriculum design in every lesson two-clause structures in which one of the (Nation & Macalister, 2010). clauses is introduced by if or by a word or Mukundan, Mahvelati, Amin Din and phrase that have a meaning similar to if. The Nimehchisalem (2013) have pointed out that construction relates two situations to each in some learning teaching context where other in such a way that one clause contains learners face time constraints in learning the a condition for some aspect of a situation language skills, intensive programs have offered by the other clause. Conditional emerged. The aim of these courses is to constructions can be paratactic, but are facilitate students’ learning of ESL writing typically hypotactic. In hypotactic skills in a shorter period. For example, constructions the conditional can be headed

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International Journal of English Language & Translation Studies (www.eltsjournal.org) ISSN:2308-5460 Volume: 06 Issue: 03 July-September, 2018 by a conjunction or it can be marked by avoid wasting time with the participants subject-operator inversion. selected inappropriately. Barraouillet (2011, p. 152) stated that 3.3 Pretest “conditional reasoning is the reasoning A pretest was administered before permitted by propositions containing the the treatment to consider the probable initial connector If. Though If can be used in differences existing between the groups with several different syntactic structures like “If regard to their writing ability. The test that ……then”, “…….only if …….”, “If and only was administered to the students as the if …….then…..…”, “….….if….…” ”. pretest included 40 items selected from Barraouillet (2011) concentrated on the form English Book 3 and Iran Language Institute “If…..then” as in “If an animal is a dog, then Book in pre-intermediate level (Appendix it has legs”, which has been the most studied. A). A variety of tasks has been used to assess 3.4 Posttest how individuals understand and reason from The posttest was identical to the this type of sentence. pretest but with a slight rearrangement of the The logical form typically assigned to items was administered to the participants. conditionals in the philosophical literature is The aim of this rearrangement was A > C. controlling the possible testing effect In this formal expression A is (Appendix B). normally taken to represent the antecedent, C 3.5 Procedures for Data Collection and the consequent, and given the need to locate Analysis the binary connective >, the natural Before giving the pretest to the main candidate seems to be if. But linking the participants, a pilot study was done. The form A > C in this way to real conditionals pretest was given to 5 pre-intermediate level sentences is for a couple of linguistic reasons students with the same characteristics of the not conceiving (Schulz, 2013). Schulz (2013) target sample in order for to predict the stated that the syntax of conditionals clearly potential problems of instruments and to differs from the syntax of complex sentences make sure that the time was not being formed using coordinators like and and or. wasted with inappropriate participants. The Conditionals are no coordinated clause, but estimated values of Cornbach’s Alpha for subordinated-main clause construction. both the pretest and the posttest of writing 3. Methodology ability were exceeded 70 (α pretest = 0.78, 3.1 Participants and α posttest = 0.75). Then a writing pretest The participants of the study were was administered in order to find out the selected based on their scores obtained from potential initial difference of participants’ QPT (Quick Placement Test).The study was writing ability between the experimental and carried out with a sample of 80 females control groups. grade three level high school students with In this study the pretest was the the age of 16, at Shahid Beheshti School in sections of the test ILI pre-intermediate Goorabzarmikh, Somesara, Iran. The book and test English book 3 (ILI & EB3 participants whose score were in the range test) and contained 40 items. The allowed of 20-28, were selected as the main sample time for the pretest was 50 minutes. Paired- of this study. They were randomly divided samples use this pattern in all t-test was run into two different groups. Both groups to find out any possible initial differences contained with 15 participants. The between the performance of participants in experimental group received the intensive the experimental and control group in the teaching of conditional sentences type one pretest. After making sure of the as the treatment. On the other hand, the homogeneity of the group with respect to control group received normal regular their writing ability, the experimental group teaching method. followed intensive teaching of conditional 3.2 Pilot Study sentence type one. Inversely, the control Before performing the pretest and group used normal regular teaching. posttest for the target participants, they were The treatment was given to the administered to five pre-intermediate level experimental group which included students with the same characteristics as the intensive teaching of conditional type one. It target sample. The pretest and posttest were was designed to teach conditional sentences piloted to inform the researcher about the type 1 within eight-session in 40 minutes. In possible problems of the instrument and to addition, in the treatment, other minor grammatical points and new words were

The Effect of Intensive Teaching of Conditional Sentences… Banafshe Farhangi & Majid Pourmohammadi

taught to the experimental group. On the approximately at the same level of other hand, for the control group, where proficiency in terms of their foreign other grammatical points such as word language writing ability in the administered orders, present and past tenses, were taught test at the beginning of the study. within one hour in eight-session. For the posttest scores, since the After carrying out the treatment, the value in the Sig. (2-tailed) column was less posttest piloted before with reliability of than .05, there was a significant difference in 0.75 was given to participants in order to the mean scores on the dependent variable inspect the result and to measure the (posttest scores) for each of the two groups progress from the pretest to the posttest and .In this study, the Sig. (2-tailed) value was effectiveness of the treatment in the (.004). As this value was lower than the experimental group. required cut-off of (.05), it could be Considerably, the posttest was the concluded that there was a statistically same as the pretest except for the significant difference in the mean of the rearrangement of the item was controlling posttest of writing for the control group (M the potential testing effect. The score for the = 20.40, SD = 1.24) and the experimental pretest and the posttest were between 0-40. group (M = 23.13, SD = 3.15) at the end of The paired-samples t-test was run to the study (t (28) = 3.11, p = .004, two- compare the mean of two groups from the tailed). The magnitude of the differences in pretest to the posttest. the means (mean difference = 4.07, 95% CI: 4. Results and Discussion .93 to 4.52) was small (Eta squared = .2567). 4.1 Data Analysis and Findings The guidelines (proposed by Cohen First, the reliability of the writing 1988, pp. 284-7) for interpreting this value tests was estimated through running are .1 = small effect, .3 = medium effect, .5 Cronbach’s Alpha to the results of the =large effect. Expressed as a percentage, writing tests in a pilot study with five 25.67 percent of the variance in the posttest participants. The estimated values of scores of writing could be explained by Cronbach’s Alpha for the pretest of writing types of treatment. The experimental group came to (α = 0.78), that for the posttest who received intensive instruction on amounted to (α = 0.75) which were both conditional type one outperformed the considered “acceptable” values according to control group who worked on grammar the reliability standards suggested by traditionally. Thus, the null hypothesis was Barker, Pistrang, and Elliott (1994) as rejected implying that intensive teaching of indicated in Tables 1 & 2. first conditional sentences had statistically Table 1: Reliability Statistics for the Writing significant effect on Iranian grade three high Test (Adopted from Barker, Pistrang, and school students᾿ writing ability test as shown Elliott, 1994) in Tables 3 and 4. Table 3: Paired Samples Statistics for the Pretest and the Posttest of Writing for the Two Groups

Table 2: Reliability Statistics for the Writing Test (Adopted from Barker, Pistrang, and Elliott, 1994)

Table 4: Paired Samples Test for the Pretest and the Posttest of Writing for the Two Groups 4.2 Inferential Analyses of the Data For the pretest scores, the findings showed that there was no significant difference in the scores for the control group (M = 20.06, SD = 1.53) and the experimental group (M = 20.80, SD = 2.67; t (28) = .92, p = .365, two-tailed). The magnitude of the differences in the means (mean difference = 1.47, 95% CI: -.89 to The outstanding point of this study 2.36) was small (Eta squared = .0293). In clarified was to analyze the effectiveness of other words, the two groups were intensive teaching of conditional sentences

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International Journal of English Language & Translation Studies (www.eltsjournal.org) ISSN:2308-5460 Volume: 06 Issue: 03 July-September, 2018 type one on Iranian grade three high school proficiency in writing ability among Iranian students’ writing ability in Shahid Beheshti grade three high school students. high school in Goorabzarmikh, SomeSara, Therefore, the null hypothesis of the Iran. The results of this study are in line with study was rejected. Generally, this study the results of other studies such as Walter opens a new way for Iranian students use (2014), Ruth and Guinee (2011) and Harris their ability and skills in writing accurate and Dubibhr (2011) which concerning the grammatical text, and in order to interact use of intensive teaching in improving the with each other effectively. This study writing skill and language learning. In the recommends applying the intensive teaching other words, the results of the present study of first conditional sentences for grade three ascertain previous findings in the field high school students that helps them to learn which have revealed the effect of the better and obtain more proficiency in writing intensive teaching on students’ writing different accurate grammatical texts. ability. The results of this study are in line with the results of the study done by Walter References (2014) who indicated that 15 minutes a day Barrouillet, P. (2011). Dual-process theories of of intensive teaching of interactive writing, reasoning: The test of development, improve students’ interactive writing ability Elsevier, 31, 152. and their writing skill, and they are able to doi:10.1016/j.dr.2011.07.006 transfer what was learned in the intervention Burton, S., & Nesbit, p. (2002). An analysis of across other areas. The reason for intensive student and faculty attitudes to intensive teaching is that the students will be in a teaching. Paper presented at the setting which they learn how to use self- celebrating teaching and Macquire, regulation procedures and how to plan and Macquire University. revise different texts, and how to use their Chandler, J. (2003). The efficacy of various memory to keep track, and also the intensive kinds of error feedback for improvement teaching strengths their motivation in the in the accuracy and fluency of L2 student field of learning language and in writing the writing. Journal of Second Language texts and enhances their communicative Writing, 12(3), 267-296. activities. Davis, M. (2006). Intensive teaching formats: A The findings are also in agreement review. Issues in Educational Research, 16(1), (pp. 3-5). Retrieved from with the study carried out by Roth and www.iier.org.ac/iier16/davis.html Guinee (2011) who indicated that ten Debata, P. K. (2013). The importance of minutes a day of the intensive instruction for grammar in English language teaching: A students in the interactive condition; makes reassessment. Language in India, 13(5), them obtain greater progress on a measure of 482.Retrieved from http://language independent writing. The reason of inindia.com/may2013/pradeepgrammarfin effectiveness of the intensive teaching is that al.pdf it enhances the independence and autonomy Declerck, R. & S. Reed (2001). Conditionals. A in writing correct sentence and motivates the Comprehensive Empirical Analysis. students to use self-correction in writing Berlin/New York: Mouton de Gruyter. different texts in terms of grammar accuracy Elloway, A. (2013). Grammar for academic writing. Independent Study Materials, p. and better communication. It is as the 4. Retrieved from present study which showed that the www.ed.ac.uk/files/atoms/files.wordpress. students outperformed in writing text in com terms of grammatical accuracy. Graham, S., Harris, K. R., Fink, B., & 5. Conclusion MacArthur, C. A. (2003). Primary grade This research tried to examine the teachers’ instructional adaptations for effectiveness of teaching of first conditional struggling writers: A national survey. sentence in improving writing ability of Journal of Educational Psychology, 95, grade three high school students. The 279-292. findings of the study ascertain that intensive Harris, J., & O Duibhr, P. (2011). Effective teaching has positive effects on the students’ language teaching: A synthesis of research. Research Report. NCCA, 13, 15. writing ability. Based on the results of this Retrieved from study, the experimental group who received www.ncca.ie/Publication/Reports/Effectiv the intensive teaching of first conditional e_language_teaching_a_synthesis_of_rese sentences made more progress in the posttest arch.pdf of writing ability, and led to more Hasselgard, H. (2016). Conditional clause in novice academic English: A comparison

The Effect of Intensive Teaching of Conditional Sentences… Banafshe Farhangi & Majid Pourmohammadi

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