摘要：Most Iranian high school and university students suffer from lack of enough knowledge of writing and are not able to communicate via this skill properly. To help Iranian EFL learners improve their writing skill, in the present study attempts were made to investigate the effect of reconstruction, as a noticing strategy, on first grade high school female students’ writing ability. To this end, 96 participants were selected via convenience sampling technique and were divided into two groups—experimental and control (48 participants each). Before beginning the treatment, the pretest was administered to the two groups. The experimental group reconstructed the original extracts during 10 treatment sessions each took 40 minutes while the control group was taught writing skill through explicit explanation without reconstruction. Finally, the posttest was administered to both groups. The data collected were analyzed running ANCOVA and the results showed that the main effect of the treatment was significant.
其他摘要：Most Iranian high school and university students suffer from lack of enough knowledge of writing and are not able to communicate via this skill properly. To help Iranian EFL learners improve their writing skill, in the present study attempts were made to investigate the effect of reconstruction, as a noticing strategy, on first grade high school female students’ writing ability. To this end, 96 participants were selected via convenience sampling technique and were divided into two groups—experimental and control (48 participants each). Before beginning the treatment, the pretest was administered to the two groups. The experimental group reconstructed the original extracts during 10 treatment sessions each took 40 minutes while the control group was taught writing skill through explicit explanation without reconstruction. Finally, the posttest was administered to both groups. The data collected were analyzed running ANCOVA and the results showed that the main effect of the treatment was significant.
