2024 : 5 : 18
Hamid Reza Dowlatabadi

Hamid Reza Dowlatabadi

Academic rank: Assistant Professor
ORCID: https://orcid.org/0000-0002-7763-6678
Education: PhD.
ScopusId: 57188754727
Faculty: Literature and Languages
Address: Arak University


The Study of the Relationship Between the Teacher and The Students in Writing Classes in Iraqi High School Students: A Communicative Approach
Writing classes, writing skill, communicative approach
Researchers Jilan Heidar Hadi Aloboodi(Student)، Hamid Reza Dowlatabadi(PrimaryAdvisor)، Hamid Varmazyari(Advisor)


The present study was an attempt to investigate the relationship between the teacher and the students in writing classes in Iraqi high school students in terms of a communicative approach. To do so, 40 EFL learners with the age range of 13-15 at the first level of language proficiency were chosen. The participants were chosen from first grade high school students in Iraq. Participants’ selection was based on convenience sampling that is a type of non-random sampling in which the sample is taken from the population that is close to hand or easy to contact. This study enjoyed a quantitative design to provide comprehensive answers to the posed research questions. The homogenized students were chosen and grouped into two equal groups. The first group was experimental group and the second, control group. First, PET test was taken from both groups as a placement test; then Writing English test was utilized to give us a grasp of what the students’ writing level is at the time to be compared to post test. The control group did not use communicative approach as treatment and was taught as usual, while the experimental group utilized communicative approach as a language learning tool on a daily basis. The data were collected through pretest and posttest and were analyzed by SPSS-23 with paired sample and independent sample t-test. The students in experimental and control group took a pretest first to determine their current level of writing skill, then the researcher instructed the experimental group using communicative approach but the control group participants used traditional method. After the treatment both groups took a posttest which was compared to the pretest during the process of data analysis. The result showed that the use of communicative approach in language teaching had a significant effect on students’ academic writing performance in Iraqi EFL context. Hence, hopefully the findings of this study will assist educational teachers, so it's recommended that EFL teachers should integrate communicative approach into their teaching activities.