Tasks That Teach: Cloze and Reconstruct for Conditional Reach

Articles in Press

Document Type : Original Article

Authors

1 Assistant Professor of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

2 MA Student of TEFL at Hakim Sabzevari University, Iran, and Teacher at the General Directorate of Education at Najaf Governorate, Ministry of Education, Iraq.

Abstract

This study investigates the effectiveness of cloze tasks and text reconstruction tasks in improving Iranian advanced EFL learners' understanding of conditional sentences. The research involved 90 students from language institutes in Tehran and Mashhad, Iran, who were divided into three groups: experimental group one (cloze tasks), experimental group two (text reconstruction tasks), and a control group. Data was collected over four months using pre-tests and post-tests on conditional sentences, as well as the Oxford Placement Test (OPT) to ensure participants' advanced proficiency level. Statistical analyses, including ANOVA and ANCOVA, were conducted to compare the groups' performance. Results showed that both cloze tasks and text reconstruction tasks significantly improved learners' understanding of conditional sentences compared to the control group. However, there was no significant difference in effectiveness between the two experimental groups. These findings suggest that output-based tasks can be valuable tools in grammar instruction for advanced EFL learners, particularly when teaching complex structures like conditional sentences.

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Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 20 July 2025

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History

  • Receive Date: 13 March 2025
  • Revise Date: 03 July 2025
  • Accept Date: 20 July 2025

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