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Developing a Competence-Based Framework for Fostering Advanced EFL Learners’ Academic Writing Proficiency | ||
| Interdisciplinary Studies in English Language Teaching | ||
| دوره 4، شماره 2 - شماره پیاپی 8، 2026، صفحه 116-141 اصل مقاله (625.83 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2026.30331.1142 | ||
| نویسندگان | ||
| Mahsa Asadi Dezfouli؛ Mohammad Iman Askari* ؛ Mehrdad Rezaee | ||
| Department of English Language, CT.C., Islamic Azad University, Tehran, Iran | ||
| تاریخ دریافت: 30 مهر 1404، تاریخ بازنگری: 17 خرداد 1405، تاریخ پذیرش: 19 خرداد 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 | ||
| مراجع | ||
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