Innovation in Language Learning

This study purported to investigate the role of languaging through story reconstruction on EFL learners’ writing performance with a focus on interpersonal communication and intrapersonal communication. To this end, 30 pre-intermediate female EFL learners at Safire-Danesh institute in Tabriz participated in the study who were assigned to two experimental groups during the 2017 spring semester. For ten sessions, one group received collaborative dialogue treatment through dictogloss tasks. Meanwhile, the other group performed  think aloud treatment with the same tasks. The design of the study was quasi-experimental with pre-test and post-test. The required data for analyzing their language related and content related episodes were collected by the means of recording the students’ voice while doing dictogloss tasks. The participants took two writing tests one as the pretest and the other as the posttest. The gathered data was analyzed by SPSS software through running paired sample t-test and one- way ANKOVAanalysis. The study revealed that interpersonal communication and intrapersonal communication as two types of languaging have significance effect on EFL learners’ writing performance and that intrapersonal communication is more effective than interpersonal communication. Besides, the students who employed interpersonal communication in their story reconstruction focused more on form oriented episodes while the students who employed intrapersonal communication focused more on content oriented episode. The findings can bear some implications for EFL teachers, syllabus designers and course developers.

Keywords: Languaging, Story Construction, Writing, Interpersonal Communication, Intrapersonal Communication.

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