This study investigated the effect of“Think-Talk-Write strategy”on English as a Foreign Language(EFL)tenth-grade students'writing performance.A quasi-experimental design with two groups was employed.The research...This study investigated the effect of“Think-Talk-Write strategy”on English as a Foreign Language(EFL)tenth-grade students'writing performance.A quasi-experimental design with two groups was employed.The researcher randomly assigned two whole sections of grade 10 from Al-Kharaj Secondary School for Boys.The first section was chosen as the experimental group with(20)students,and the second as the control group with(20).To achieve the purpose of the study,a pre/post writing performance test was designed.In addition,Think-Talk-Write(TTW)strategy was used to teach the experimental group,whereas a control group was taught by the conventional teaching strategies,as suggested in the teacher's book.Results revealed that TTW strategy enhanced students’writing performance.In light of the research results,the researcher recommends to use TTW strategy on other genres of writing.展开更多
基于2018年中国能源结构,研究了某品牌轿车的汽油款、甲醇款及甲醇增程款等驱动型式车辆的能源生命周期,即WTW(Well to Wheel,油井到车轮)与TTW(Tank to Wheel,油箱到车轮)CO_(2)排放。研究表明:基于中国能源结构与化石能源加工工艺,中...基于2018年中国能源结构,研究了某品牌轿车的汽油款、甲醇款及甲醇增程款等驱动型式车辆的能源生命周期,即WTW(Well to Wheel,油井到车轮)与TTW(Tank to Wheel,油箱到车轮)CO_(2)排放。研究表明:基于中国能源结构与化石能源加工工艺,中国每生产1 t汽油,产生1.732 t CO_(2);中国每生产1 t甲醇,产生0.76 t CO_(2);车辆消耗1 L/100 km汽油,产生23.6 g/km尾排,全周期产生的CO_(2)为37.1 g/km;车辆消耗1 L/100 km甲醇,产生10.9 g/km尾排,全周期产生的CO_(2)为17.2 g/km。该品牌汽油车、甲醇车及甲醇增程器车能源生命周期的CO_(2)排放分别为219 g/km、189 g/km及155 g/km。汽油车、甲醇车及甲醇增程器车的CO_(2)尾排为135 g/km,130 g/km及90 g/km。展开更多
文摘This study investigated the effect of“Think-Talk-Write strategy”on English as a Foreign Language(EFL)tenth-grade students'writing performance.A quasi-experimental design with two groups was employed.The researcher randomly assigned two whole sections of grade 10 from Al-Kharaj Secondary School for Boys.The first section was chosen as the experimental group with(20)students,and the second as the control group with(20).To achieve the purpose of the study,a pre/post writing performance test was designed.In addition,Think-Talk-Write(TTW)strategy was used to teach the experimental group,whereas a control group was taught by the conventional teaching strategies,as suggested in the teacher's book.Results revealed that TTW strategy enhanced students’writing performance.In light of the research results,the researcher recommends to use TTW strategy on other genres of writing.
