THE ROLE OF POST-TASK CALL APPROACH IN TEACHING WRITING ACCURACY AMONG ADVANCED EFL LEARNERS

This study investigated the effect of post-task Computer-Assisted Language Learning (CALL) approach on advanced Iranian learnersʹ writing accuracy. Fifty-five MA students in Khouzestan Islamic Azad University, Ahvaz, Iran were randomly selected and divided into experimental and control groups. Before instruction, both groups were given a pre-test of writing an essay. Then, the control group was taught through using a traditional method of in-class writing instruction, while the experimental group was taught through using CALL approach. The experimental group also received some writing post-tasks via email correspondences. Four different types of tasks including description, explanation, cause, and effect, and opinion paragraph tasks were used. The experiment lasted for eight weeks comprising of ten sessions. At the end of the experiment, both groups took a post-test of writing an essay. An Independent Sample t-test was run to find if there was any significant difference between the two groups in the post-tests. Results showed that there was not a significant difference between the two groupsʹ pre-tests. However, there was a significant difference between the two groupsʹ post-tests in terms of gaining scores on writing accuracy. Results revealed that post-task CALL techniques did enhance English as foreign language (EFL) learnersʹ writing accuracy. The CALL group achieved a higher degree of writing accuracy compared to the Non-CALL group (p < .05). This significant difference between the two groups favoring CALL users was as an indication of the positive effect of post-task CALL approach on improving studentsʹ writing accuracy. Teachers may use the CALL approach to facilitate teaching writing accuracy in composing the essays. This study may provide useful hints for further research on using the CALL approaches in developing other language skills.