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The study was conducted with 20 English Translation students at Chabahar Maritime University who were assigned into two groups, control and experimental, after ensuring of their homogeneity by administering a TOEFL proficiency. The participants of the experimental group received virtual learning i.e. sending PowerPoint through their e-mails. The participants of the experimental group did not have to attend the classes, however they had to study the PowerPoint and send the assigned task on the mentioned deadline. A writing posttest was administered to find the impacts of both methods. A paired sample t-test and an independent sample t-test were run to analyze the posttest scores using SPSS. The findings of the study indicated that both groups showed some improvements in terms of their writing ability since the obtained p value of both groups were 0.000 which is smaller than 0.05. However using virtual method appeared to be a more fruitful tool since the mean score of the experimental group (12 .75) was much higher than the mean score of the control group (9 . 8) .  \nKeywords: writing ability; virtual learning; product approach; process approach; virtual environment  \n1. Introduction  \nBeing able to speak an international language is a must in 21th century. English, as an international language, is taught as the foreign language in Iran, and the students will learn this language in high school and through their academic courses. Writing is a means of communication and represents an essential function in academic environments and personal lives of human being. Messages, forms, invitations, letters, and instructions are types of writing that anyone might have to do at some time or other. People will learn how to speak by being exposed to the environment, but even native speakers of a language find it difficult to write accurately. As students cannot just “pick up”writing as they learn other skills in English as a foreign language classes, instructors have to teach writing skills (Raimes, 1983) . Out of four fundamental language skills in the language learning process “competent writing is frequently accepted as being the last language skill to be acquired by native speakers of the language as well as for foreign/second language learners.”(Hamp and Heasley, 2006, p.36) . Most students, both in their native language and in the second language, have received minimal or no instruction in learning how to write (Chastain, 1988) . So, learning writing is an important goal both in the first and the second language. Bell and Burnaby (1984) assume that writing, as a complicated cognitive activity requires the writer to control different variables concurrently. These variables can include grammar, content, mechanics, and vocabulary.  \nWriting effectively is a procedure, which takes time; moreover, it needs considerable practice and occasionally even proper instruction (Dastjerdi and Samian, 2011) . The traditional approach for developing w","cbCaim2ZjrzhUSAw","https://ap.wps.com/l/cbCaim2ZjrzhUSAw","pdf",256923,11,"English","# Abstract\n# Introduction","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To investigate how a virtual language learning method affects the writing ability of Iranian intermediate EFL learners.\"},{\"question\":\"How were participants divided and what did each group do?\",\"answer\":\"Twenty students were split into control and experimental groups after TOEFL-based homogeneity checks. The experimental group studied emailed PowerPoint materials and submitted assigned tasks by deadlines without attending classes.\"},{\"question\":\"How were the writing results analyzed and what were the key findings?\",\"answer\":\"A writing posttest was administered, and SPSS was used with paired and independent sample t-tests. Both groups improved, and the experimental group showed a higher mean score, with p values reported as 0.000 (\\u003c0.05).\"}]","The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners | PDF",1792067512,28]