The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability
The ability to write effectively is becoming progressively important and instruction in writing is assuming an increasing role in second and foreign language education. Students’ writing abilities have been tested through various writing tasks. Independent tasks of writing or writing-only tasks have...
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Islamic Azad University, Tabriz Branch
2013-05-01
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doaj-4fafdfe7cdb64e49b1abca30647626d62020-11-24T22:15:17ZengIslamic Azad University, Tabriz BranchJournal of Applied Linguistics2008-84342538-16952013-05-016122440522024The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing AbilityRoxana AminzadehZeinab Sadat BooyehThe ability to write effectively is becoming progressively important and instruction in writing is assuming an increasing role in second and foreign language education. Students’ writing abilities have been tested through various writing tasks. Independent tasks of writing or writing-only tasks have been utilized to test students’ writing ability; however, they have been criticized for their lack of authenticity and validity and integrated tasks of writing have been proposed as an alternative. In this regard, this study attempted to examine the impacts of reading-to-write and writing-only tasks on the writing ability of Iranian EFL learners. The main participants of the study were 68 intermediate-level EFL learners divided into two homogeneous groups: experimental and control. After the writing pretest, the experimental group was given reading-to-write tasks for 15 sessions, while the control group was provided with writing-only tasks. Eventually, a writing posttest was administered. The statistical analyses of the collected data revealed a statistically significant difference between the writing ability of the participants of the two groups. To be precise, reading-to-write tasks were found to be more effective than writing-only tasks. The data collected via the reading-to-write questionnaire was likewise analyzed with the results showing a unanimous preference for reading-to-write tasks.http://jal.iaut.ac.ir/article_522024_ff752a37a42474de648005a48d91815d.pdfreading-to-write tasksWriting Abilitywriting-only tasks |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Roxana Aminzadeh Zeinab Sadat Booyeh |
spellingShingle |
Roxana Aminzadeh Zeinab Sadat Booyeh The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability Journal of Applied Linguistics reading-to-write tasks Writing Ability writing-only tasks |
author_facet |
Roxana Aminzadeh Zeinab Sadat Booyeh |
author_sort |
Roxana Aminzadeh |
title |
The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability |
title_short |
The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability |
title_full |
The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability |
title_fullStr |
The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability |
title_full_unstemmed |
The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability |
title_sort |
comparative effect of reading-to-write and writing-only tasks on the improvement of efl learners’ writing ability |
publisher |
Islamic Azad University, Tabriz Branch |
series |
Journal of Applied Linguistics |
issn |
2008-8434 2538-1695 |
publishDate |
2013-05-01 |
description |
The ability to write effectively is becoming progressively important and instruction in writing is assuming an increasing role in second and foreign language education. Students’ writing abilities have been tested through various writing tasks. Independent tasks of writing or writing-only tasks have been utilized to test students’ writing ability; however, they have been criticized for their lack of authenticity and validity and integrated tasks of writing have been proposed as an alternative. In this regard, this study attempted to examine the impacts of reading-to-write and writing-only tasks on the writing ability of Iranian EFL learners. The main participants of the study were 68 intermediate-level EFL learners divided into two homogeneous groups: experimental and control. After the writing pretest, the experimental group was given reading-to-write tasks for 15 sessions, while the control group was provided with writing-only tasks. Eventually, a writing posttest was administered. The statistical analyses of the collected data revealed a statistically significant difference between the writing ability of the participants of the two groups. To be precise, reading-to-write tasks were found to be more effective than writing-only tasks. The data collected via the reading-to-write questionnaire was likewise analyzed with the results showing a unanimous preference for reading-to-write tasks. |
topic |
reading-to-write tasks Writing Ability writing-only tasks |
url |
http://jal.iaut.ac.ir/article_522024_ff752a37a42474de648005a48d91815d.pdf |
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