An investigation of Iranian IELTS test takers’ performance in bar chart and table prompts of academic writing task 1

References

• Ahmadi, A., & Mansoordehghan, S. (2014). Task type and prompt effect on test performance: A focus on IELTS academic writing tasks. The Journal of Teaching Language Skills, 6(3), 1–19.
   Google Scholar
• Ahmadi-Fatalaki, J., & Nazari, M. (2015). The study of metadiscourse markers in academic IELTS preparation courses. Imperial Journal of Interdisciplinary Research, 1(5), 11–16.
   Google Scholar
• Al-Haq, F., & Al-Sobh, M. A. (2010). The effect of a web-based writing instructional EFL program on enhancing the performance of Jordanian secondary students. The Jalt Call Journal, 6(3), 189–218.
   Google Scholar
• Ambe, M. (2008). Exploring the role of model essays in the IELTS writing test: A feedback tool (Unpublished MA thesis). The University of Queensland, Brisbane, Queensland.
   Google Scholar
• Bagheri, M., & Zare, M. (2009). The role of using IELTS model essays in improving learners’ writing and their awareness of writing features. JELS, 1(1), 115–130.
   Google Scholar
• Bussert-Webb, K. (2001). I won’t tell you about myself, but I will draw my story. Language Arts, 78(6), 511–519.
   Google Scholar
• Carger, C. L. (2004). Art and literacy with bilingual children. Language Arts, 81, 283–292.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities. Assessing Writing, (9), 56–75. doi:10.1016/j.asw
   Google Scholar
• Deane, P., Odendahl, N., Quilan, T., Fowles, M., Welsh, C., & Bivens-Tatum, J. (2008). Cognitive models of writing: Writing proficiency as a complex integrated skill. Princeton, NJ: Educational Testing Service.
   Google Scholar
• Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 207–217). Boston, MA: Heinle and Heinle.
   Google Scholar
• Frodesen, J. (2001). Grammar in writing. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 233–248). Boston, MA: Heinle and Heinle.
   Google Scholar
• Fu, D. (2009). Writing between languages: How English language learners make the transition to fluency grades 4-12. Portsmouth, NH: Heinemann.
   Google Scholar
• Ganji, M. (2009). Teacher-correction, peer-correction, and self-correction: Their impacts on Iranian students’ IELTS essay writing performance. The Journal of Asia TEFL, 6(1), 117–139.
   Google Scholar
• Ghonsooly-Hazare, B., Khaghaninezhad, M., & Shahriari-Ahmadi, H. (2010). Formulaic writing: A novel approach to writing. Pazhuhesh-e Zabanha-ye Khareji, 56, 127–148.
   Google Scholar
• Golder, K., Reeder, K., & Fleming, S. (2011). Determination of appropriate IELTS writing and speaking band scores for admission into two programs at a canadian post-secondary polytechnic institution. The Canadian Journal of Applied Linguistics, 14(1), 222–250.
   Google Scholar
• Heidarnezhadian, Q., Aliakbari, M., & Mashhadi, J. (2015). The potential impact of using prefabricated patterns (collocation expressions) on improving writing proficiency among Iranian intermediate EFL learners. International Research Journal of Applied and Basic Sciences, 9(3), 328–334.
   Google Scholar
• Jahin, J. H., & Idrees, M. W. (2012). EFL major student teachers’ writing proficiency and attitudes towards learning English. Umm Al-Qura university. Journal of Educational & Psychological Sciences, 4(1), 10–72.
   Google Scholar
• Ketabi, S., & Torabi, R. (2013). Teaching academic writing in Iranian EFL classrooms: Teacher-initiated comments or peer-provided feedback? Iranian Journal of Research in English Language Teaching, 1(2), 99–109.
   Google Scholar
• Lan, N. T. (2015). The effect of task type on accuracy and complexity in IELTS academic writing. VNU Journal of Foreign Studies, 31, 1.
   Google Scholar
• Li, Q. (2014). An empirical study on the application of lexical chunk to college English writing. Journal of Language Teaching and Research, 5(3), 682–688. doi:10.4304/jltr.5.3.682-688
   Google Scholar
• Lok, M. (2014, April 2). Integrating the Visual Arts into Writing: Effects on Student Learning and Engagement. Retrieved from http://tspace.library.utoronto.ca
   Google Scholar
• Lougheed, L. (2016). Writing for the IELTS. New York: Barron’s.
   Google Scholar
• Mickan, P., & Slater, S. (2003). Text analysis and the assessment of academic writing. Australia: IELTS.
   Google Scholar
• Norušis, M. J. (1988). SPSS/PC+ advanced statistics V2.0 for the IBM PC/XT/AT and PS/2. Chicago, Ill: SPSS Inc.
   Google Scholar
• Nueva, J. C. (2016). Genre-based and process-based approaches to teaching news articles. Pertanika Journals, 24(1), 385–400.
   Google Scholar
• O’Loughlin, K., & Wigglesworth, G. (2003). Task design in IELTS academic writing Task 1: The effect of quantity and manner of presentation of information on candidate writing (IELTS Research Reports, Vol. 4, Paper 3). Canberra: IDP IELTS Australia.
   Google Scholar
• Olshansky, B. (1994). Making writing a work of art: Image-making within the writing process. Language Arts, 7(5), 350–356.
   Google Scholar
• Olshansky, B. (2006). Artists/writers workshop: Focusing in on the ART of writing. Language Arts, 83(6), 530–533.
   Google Scholar
• Olshansky, B. (2008). The power of pictures: Creating pathways to literacy through art. San Fransico, CA: Jossey- Bass.
   Google Scholar
• Ong, J. (2011). Investigating the use of cohesive devices by Chinese EFL learners. The Asian EFL Journal Quarterly, 11(3), 42–65.
   Google Scholar
• Ostovar-Namaghi, S., & Safaee, S. (2017). Exploring techniques of developing writing skill in IELTS preparatory courses: A data-driven study. English Language Teaching, 10(3), 74–81. doi:10.5539/elt.v10n3p74
   Google Scholar
• Patriana, A., Rachmajanti, S., & Mukminatien, N. (2016). Students’ ability in using discourse markers to build coherence in compositions. TEFLIN Journal, 27(2), 203–216.
   Google Scholar
• Paulus, T. M. (1999). The effect of peer and teacher’s feedback on student’ writing. Journal of Second Language Writing, 8(3), 265–289. doi:10.1016/S1060-3743(99)80117-9
   Google Scholar
• Pell, C. (2017). IELTS Writing Task 1 Essential Information. Retrieved from https://www.ieltsadvantage.com/writing-task-1.
   Google Scholar
• Rajabi, P., & Dezhkam, E. (2014). The effect of explicit grammar instruction on improving writing accuracy of Iranian EFL learners. Journal of ELT and Applied Linguistics, 2(1), 61–76.
   Google Scholar
• Randle, K. (2010). Visual arts, effective means to enhance creative writing quality. Arts and Learning Research Journal, 22(1), 152–176.
   Google Scholar
• Richards, J., & Renandya, W. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
   Google Scholar
• Rivers, W. M. (1981). Teaching foreign language skills (2nd ed.). Chicago: University of Chicago Press.
   Google Scholar
• Schoonen, R. (2005). Generalizability of writing scores: An application of structural equation modeling. Language Testing, 22(1), 1–30. doi:10.1191/0265532205lt295oa
   Google Scholar
• Serajfard, H., & Allami, H. (2012). Engagement markers: A technique for improving writing skills. Journal of Language, Culture, and Translation (LCT), 1(1), 71–83.
   Google Scholar
• Tahassoni, E. (2018). Master IELTS Visuals: Academic Writing Task 1. Retrieved from www.tahassoni.com.
   Google Scholar
• Tajzadeh, P., Jahandar, S., & Khodabandelou, M. (2013). The impact of visual presentation on Iranian intermediate EFL learner’s writing ability. Indian Journal of Fundamental and Applied Life Sciences, 3(3), 235–240.
   Google Scholar
• Trainin, G., Andrzejczak, N., & Poldberg, M. (2006). Visual arts and writing a mutually beneficial relationship. Arts and Learning Research, 2(1), 139–155.
   Google Scholar
• Umar, I., & Ratharkrishnam, M. (2012). The effects of online teachers’ social role and learning style on students’ essay writing performance and critical thinking in a wiki environment. Procedia Social and Behavioral Sciences, 46, 5730–5735. doi:10.1016/j.sbspro.2012,06,506
   Google Scholar
• Vahdani-Sanavi, R., & Nemati, M. (2014). The effect of six different corrective feedback strategies on Iranian English language learners’ IELTS writing TASK 2. Sage Open, 4(2), 1–9.
   Google Scholar