دانشگاه مازندران

 آمار

تعداد نشریات32
تعداد شماره‌ها570
تعداد مقالات5,541
تعداد مشاهده مقاله8,512,925
تعداد دریافت فایل اصل مقاله6,231,276
Asadi Dezfouli, Mahsa, Askari, Mohammad Iman, Rezaee, Mehrdad. (1405). Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency. پژوهشنامه مدیریت اجرایی, (), -. doi: 10.22080/iselt.2026.30331.1142
Mahsa Asadi Dezfouli; Mohammad Iman Askari; Mehrdad Rezaee. "Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency". پژوهشنامه مدیریت اجرایی, , , 1405, -. doi: 10.22080/iselt.2026.30331.1142
Asadi Dezfouli, Mahsa, Askari, Mohammad Iman, Rezaee, Mehrdad. (1405). 'Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency', پژوهشنامه مدیریت اجرایی, (), pp. -. doi: 10.22080/iselt.2026.30331.1142
Asadi Dezfouli, Mahsa, Askari, Mohammad Iman, Rezaee, Mehrdad. Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency. پژوهشنامه مدیریت اجرایی, 1405; (): -. doi: 10.22080/iselt.2026.30331.1142

Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 تیر 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2026.30331.1142
نویسندگان
Mahsa Asadi Dezfouli1؛ Mohammad Iman Askari* 2؛ Mehrdad Rezaee3
1Ph.D. Candidate, Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
2Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
3Assistant Professor, Department of English Language, CT.C, Islamic Azad University, Tehran, Iran
تاریخ دریافت: 30 مهر 1404،  تاریخ بازنگری: 19 خرداد 1405،  تاریخ پذیرش: 11 تیر 1405 
چکیده
This study developed and evaluated a competence-based framework (CBF) for teaching academic writing to advanced English as a Foreign Language (EFL) learners. The framework uniquely integrated Byram’s intercultural competence theory and Lie’s sociocultural strategies to address learners' multifaceted challenges. Initial interviews with 30 advanced Iranian learners identified major difficulties: grammar/syntax (83.33%), vocabulary limitations (73.33%), unfamiliarity with English academic conventions (80%), limited practice (86.67%), and psychological factors (70%). Guided by these insights, the developed CBM was tested using a quasi-experimental design. Sixty learners were divided into experimental and control groups. The experimental group received CBF instruction, while the control group followed standard methods. Pre- and post-intervention argumentative essays were assessed using Jacobs’ rubric. Statistical analysis showed the experimental group achieved statistically significant improvements across all writing components (Grammar, Vocabulary, Organization, Content, Style), with a large effect size (η² = 0.548) and high observed power (0.999). Post-intervention interviews revealed participants perceived increased writing confidence, better intercultural interaction, and enhanced cultural awareness. However, implementation challenges, such as learner resistance, insufficient educator training, and resource constraints, were noted. The study concludes that a CBF explicitly integrating intercultural and sociocultural dimensions effectively enhances the academic writing skills of advanced EFL learners, promoting both learner autonomy and intercultural competence. Successful adoption, however, necessitates addressing the identified practical barriers of teacher preparation and resource availability.
کلیدواژه‌ها
Academic Writing؛ Competence-Based Model؛ EFL Learners؛ Intercultural Competence
آمار
تعداد مشاهده مقاله: 1


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب