Mendeley  

Zotero  

zamani A, Mottghizadeh I, nazarimonazam H, Nemati M. The Effectiveness of Using the Integrated Method in Teaching the Skill of "Advanced Writing" to Undergraduate Students: A Semi-empirical Study at Universities of Tehran and Shahid Beheshti. AIJH 2021; 28 (2) :151-170
URL: http://aijh.modares.ac.ir/article-31-43886-en.html

One of the basics and conditions of being able to write is the student’s ability and ability to benefit from other skills such as reading and listening. These two skills provide the learner with information and vocabulary through which he can do the written work. The problem of research highlights that most Iranian students after the bachelor degree do not meet the required level in language skills in general and writing in particular. Based on this fact and the reality supported by many official studies and statistics, the current research sheds light on the reality of Iranian students’ writing and weaknesses, and then to provide an alternative method to the independent one adopted in many universities in Iran. To achieve this goal, we first selected two student groups from Shahid Beheshti University and the University of Tehran, and after verifying their level and agreement in written performance, we presented and taught the integrated method to the first group while the second group was subjected to teaching via the independent method. We chose the descriptive and analytical approach as a tool in describing the phenomenon and the reality of students and obtaining results after the experiment and finally analyzing them to come up with a complete article. The results of the experiment were supportive of the proposed method, whereby students who received teaching interacted through the integrated method in an acceptable manner and there was an evolution of approximately 20 percent, where the average of the experimental group before starting the experiment was 95.36%, and this ratio reached at the end of the semester to 5/55%, which is the ratio High, especially if compared to the control group whose average score at the beginning of the semester was 41.5% and reached the end of the semester 5/46%. Part of this success in the experiment is attributed to the way students received writing education, as well as to the constant emphasis during the semester on theoretical aspects of writing and its components and teaching students the successful method of writing and its various parts..