The impact of task-based approach on Iranian EFL learners' motivation in writing research abstracts

Abstract

Writing as a complex activity requires systematic attention to motivational conditions (Bruning and Horn, 2000). This study aimed at examining whether there is a relationship between EFL learners' motivation and their performance in writing research abstracts as well as the impact of task- based approach on the participants' motivation. For these aims, sixty-eight EFL university students at intermediate level of proficiency participated in this study. Thirty-two of the participating students were involved in the class based on Task-based Language Teaching (TBLT) where three phases of pre-task, task- cycle and post-task as suggested by Swan (2005) were used and students had the opportunity to do tasks in groups. Thirty-six of them participated in Presentation-Practice-Production (PPP) approach where the teaching was divided into presentation, practice and production phases and students had to do the activities individually. After receiving treatment for eight sessions, students were asked to write an abstract for a research article. Furthermore, a motivation questionnaire adopted from Lam and Law (2007) was distributed among the participants which included the following motivational constructs: challenge, real life significance, curiosity, autonomy; recognition and evaluation. The findings demonstrated that students' motivation is positively related to their abstract writing performance. Moreover, results of Independent-Sample T- Test showed that Task-based approach was motivating for the students. Therefore, the data suggested that students with higher motivation can have better performance in writing abstracts and students' motivation can be enhanced by the teaching approach in use. Finally, several implications that may help guide future research are offered. © 2014 ACADEMY PUBLISHER Manufactured in Finland.