24 فروردین 1400
حمدالله راوند

حمدالله راوند

مرتبه علمی: استادیار
نشانی:
تحصیلات: دکترای تخصصی / آموزش زبان انگلیسی
تلفن: 9132484429
دانشکده: دانشکده ادبیات و علوم انسانی

مشخصات پژوهش

عنوان
Using grounded theory to validate Bachman and Palmer’s (1996) strategic competence in EFL graph-writing
نوع پژوهش مقاله چاپ شده
کلیدواژه‌ها
grounded theory, Bachman and Palmer’s (1996) , graph-writing
پژوهشگران فرشته تدین، حمدالله راوند

چکیده

RESEARCH Open Access Using grounded theory to validate Bachman and Palmer ’ s (1996) strategic competence in EFL graph-writing Fereshteh Tadayon * and Hamdollah Ravand * Correspondence: tadayonfereshteh@yahoo.com ; tadayon1990@gmail.com Vali-e-asr University of Rafsanjan, Kerman, Iran Abstract Background: Research studies (e.g., Phakiti, Language Testing 25(2):237 – 272, 2008a; Phakiti, Language Assessment Quarterly 5(1): 20 – 42, 2008b; Purpura, Learner strategy use and performance on language tests: a structural equation modeling approach, 1999) conducted on the construct validation of Bachman and Palmer ’ s (1996) strategic competencehas been quantitative in nature. Furthermore, the nature of Bachman and Palmer ’ s (1996) strategic competence model with regard to graph- writing has remained unexplored. Methods: The present study aimed at investigating the validity of the strategic competence model comprising of three components namely goal setting, assessment, and planning through grounded theory approach. To do so, 8 English Language students participated in this study during 10 weeks. They completed GPT task while thinking aloud their writing processes. Then, their retrospective interview protocols were collected. Observations of the students engaged in writing GPT were conducted, and writing samples from each student were provided by the observers. Qualitative analysis program, NVivo 10 imported, transcribed, summarized, and visualized the data. Consistent with constructivist grounded theory approach, the data were analyzed by initial coding, focused coding, axial coding, and theoretical coding. Results: The model that explained the processes of this task included five major. These processes involved Analyzing Non-Graphic Information of Instruction , Translating Graphic and Non-Graphic Information into Written Discourse , Retrieving Personal Interpretation and Additional Reasoning, Evaluating Graph Comprehension , and Reformulating Graph Description into EFL W