Abstract
The present study aimed at measuring the effect of topic selection on English as a Foreign Language (EFL) students’ writing performance. To this end, a quasi-experimental design was used in the study. Topic selection was considered as the independent variable and the students’ writing performance as the dependent variable. A total of 30 students were selected based on their performance on the placement test administered initially and then randomly assigned into two groups, self-selected topic group (SST) and teacher-assigned topic group (TAT). An independent-samples t test was conducted to compare the scores for the two groups. Findings of the study indicated a significant difference in the performance of the students who wrote on their self-selected topics ( M = 34.53, SD = 3.32) and for those who wrote on a teacher-assigned topic, M = 26.53, SD = 5.24, t(28) = 4.98. The magnitude of the difference in the means was large (η2 = .46).
Highlights
Self-Selected MaterialDrawing on the theory of reasoned action, developed and put forward by Ajzen and Fishbein (1980), actions can be determined by intentions that are influenced by attitudes and social norms
The present study indicated that providing English as a Foreign Language (EFL) students with self-selected topics did have statistically significant effect on their writing performance
Topic selection did not have any significant effect on the number of the words
Summary
Self-Selected MaterialDrawing on the theory of reasoned action, developed and put forward by Ajzen and Fishbein (1980), actions can be determined by intentions that are influenced by attitudes and social norms. Considering the fact that the goal of writing instruction is to encourage learners to communicate effectively, through writing, it is of importance to find out why some learners are reluctant to get involved in writing activities in the classrooms. Such reluctance, which might be attributed to their perceptions and attitudes, usually makes learners lose their interest in writing. They would come to the conclusion that they are not able to make any progress in their writing classes. Due attention should be paid to the effect of students’ perceptions and attitudes toward their classroom writing
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