The Effect of Mentor Text Model on Improving EFL Learners Writing Fluency and Accuracy

Abstract

Article HistoryThis study was an attempt to investigate whether manipulating the mentor text has any substantial effects on writing skill in terms of fluency and accuracy of texts produced by EFL learners to enable them to reach a high level of writing quality. To fulfill the purpose of this study, 25 male and female students studying at Tabriz-Iran, were selected based on their performance on a Nelson Proficiency. A writing test was administered after the proficiency test as pre-test. Then, the group was taught writing with the mentor text. At the end of the instruction, writing post-test was administered to the participants of all groups after an interval of five weeks. Although the results of a paired sample t-test showed that mentor-text model had no significant effect on EFL learners' writing fluency, it had a significant effect on their writing accuracy. The results of the study may be useful for EFL teacher in teaching writing skill, moreover, it may help learners to promote their writing ability by proper use of mentor texts in English learning classroom. Contribution/ Originality:This study is one of very few studies which have investigated the effect of Mentor text model on improving English language learners' writing fluency as well as writing accuracy through an experimental study in EFL context.

The Asian Conference on Education 2022: Official Conference Proceedings

“…Much research has been conducted documenting the effect of mentor texts on classroom practices. English as a foreign language (EFL) learners' writing accuracy is greatly improved when the mentor text teaching model is used in a writing class (Ghorbanchian, Youhanaee & Amirian, 2019;Liaghat & Biria, 2018;Tabrizi, 2017). Premont, Young, Wilcox, Dean, and Morrison (2017) found that with the use of mentor texts, high school students not only enhance their writing abilities, namely word choice, sentence fluency, and conventions, but also improve self-efficacy in writing.…”