The Effect of Intertextuality on Iranian EFL Learners’ Critical Writing

Document Type : Original Article

Authors

Islamic Azad University, Tabriz Branch, Iran

Abstract

Intertextuality is the relation of each text with the texts surrounding it. Any word or phrase we are writing or saying has relationship with what we have heard or seen before. This shared language makes others understand us. On the other hand, critical thinking is the ability to think reasonably, reflectively and skillfully. Since it is believed that intertextuality results in critical thinking, this study aimed to focus on the effect of intertextuality on learners’ critical writing skill. To do so, the researchers selected 60 Advanced EFL students from three intact classes at the Iran Language Institute and assigned them randomly into three groups. After assuring the groups’ homogeneity in terms of their general English proficiency and writing skill in the beginning of the study, the researchers asked the first group, considered as the control group, to write a composition about Generation Gap. Then the first experimental group read two texts about Generation Gap and then wrote a composition about it; the second experimental group watched a short film about Generation Gap besides reading the texts and then wrote a composition about it. Having compared the written compositions in terms of critical thinking elements, the researchers found out that there is a meaningful relationship between intertextuality and critical writing. That is to say, the more intertextual relationship (in our case print and visual texts) the learners are involved with, the more critical elements they utilize in their writing. Findings of this research have some pedagogical implications. 

Keywords

Iranian Journal of Language Teaching Research
Volume 2, Issue 1
January 2014
Pages 85-98

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History

  • Receive Date: 08 March 2013
  • Revise Date: 08 December 2013
  • Accept Date: 14 December 2013

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