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Makale Özeti:
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The present study highly supported the effective role of providing background information via email
by the teacher to write e-mail by the students in learners’ writing ability. A total number of 50
EFL advanced male students aged between 25 and 40 at different branches of Iran Language
Institute in Tehran, Tehran.
Through the placement test of Oxford English Language Placement Test (OELPT) the students'
proficiency level seems to be nearly the same. Participants were randomly assign into two groups
of experimental and control, each consisting of 25 students. After the administration of the
proficiency test, all groups were assigned to write topic 1 as the pre-test. Next, the teacher
involved the learners in the new instruction (treatment).
During writing topics 2, 3, 4, 5, 6, and 7 experimental group’s background knowledge was
activated through e-mail before writing and e-mailing topics while the control group received no
background knowledge activation through e-mail. After the treatment was given to the
experimental group, the students in both groups were required to write another composition
about the last topic, topic 8. Again, in this phase, none of the groups received any background
information.
The results indicated that providing background information via e-mail by the teacher to write email
by the students significantly improved learners’ writing ability.
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