THE EFFECT OF TEACHERʹʹS DISCOURSE ON IRANIAN INTERMEDIATE EFL LEARNERSʹʹ WRITING SKILL

This study investigated the effectiveness of teacher’s discourse on Iranian intermediate learners writing skill. This paper sheds light on some important aspects of teacher-student interactions in writing skill. Thirty two EFL learners were cooperated and presenting their study activities was analyzed and teachers’ voices were audio-recorded. Then, they were randomly divided into two groups, experimental and control groups. In both groups Primarily English Test were taken as pretest and posttest According to the result of the posttest which were calculated the results demonstrate that teacher’s discourse had positive effects on intermediate learners writing skill. in addition the seven factors of writing skill such as the knowledge of relevance, organization, cohesion, vocabulary, grammar, punctuation, and spelling were measured in two groups at pretest and posttest.