The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability

Subject Areas : آموزش زبان انگلیسی

Roxana  Aminzadeh ¹ (Department of English, North Tehran Branch, Islamic Azad University, Tehran, Iran)
زینب  سادات بویه ² (Department of English, North Tehran Branch, Islamic Azad University, Tehran, Iran)

Received: 2015-02-15 Accepted : 2015-06-26 Published : 2013-05-22

Keywords: Writing Ability, reading-to-write tasks, writing-only tasks,

Abstract :

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.

References:

Brown, J. D., & Bailey, K. M. (1984).A categorical instrument for scoring second language writing skills.Language Learning, 34, 21-42

Cumming, A., Kantor, R., Baba, K., Erdosy, O., Eouanzoui, K., & James, M. (2005).Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL.Assessing Writing, 10 (2), 5-43.

Delaney, Y. A. (2008). Investigating the reading-to-write construct.Journal of English for Academic Purposes, 7 (3), 140-150.

Esmaeili, H. (2002). Integrated reading and writing tasks and ESL students’ reading and writing performance in an English language test.Canadian Modern Language Journal, 58 (4), 599-622.

Ferris, D. R., &Hedgecock, J. S., (2005). Teaching ESL composition: purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum.

Fitzgerald, J. & Shanahan, T. (2000).Reading and writing relations and their development. Educational Psychologist, 35 (1), 39-50.

Grabe, W. (2001).Reading-writing relations: theoretical perspectives and instructional practices. In: Chiu, L. Ch. (2008). Using predictable books to teach writing in an English as a foreign language setting. Journal of National Taiwan Normal University: Education, 53 (2), 27-58.

Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. Ann Arbor, MI: The University of Michigan Press.

Langer, J. A., &Flihan, Sh. (2000).Writing and Reading Relationships: Constructive Tasks. Newark, DE: International Reading Association.

Leki, I. (1993). Reciprocal themes in ESL reading and writing. In: Chiu, L. Ch. (2008). Using predictable books to teach writing in an English as a foreign language setting. Journal of National Taiwan Normal University: Education, 53 (2), 27-58.

McCarthy, S. J. (2001). Identity construction in elementary readers and writers. In: Zhou, L., &Siriyothin, P. (2009). An investigation of university EFL students’ attitudes toward writing-to-read tasks.Suranaree Journal of Science and Technology, 16 (4), 297-309.

Nelson, N. (2001). Writing to learn: One theory, two rationales. Boston: Dordrecht: Kluwer.

Olsen, C. B. (2003). The Reading-Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom, 2^nd edition. In: Zhou, L., &Siriyothin, P. (2009). An investigation of university EFL students’ attitudes toward writing-to-read tasks.Suranaree Journal of Science and Technology, 16 (4), 297-309.

Plakans, L. (2008). Comparing composing processes in writing-only and reading-to-write test tasks.Assessing Writing, 13 (2), 111-129.

Plakans, L., &Gebril, A. (2009).Investigating source use, discourse features, and process in integrated writing tests.Spann Fellow Working Papers in Second or Foreign Language Assessment, 7, 47-84

Plakans, L. (2009). Discourse synthesis in integrated second language writing assessment. Language Testing, 26 (4), 561-587.

Plakans, L. (2009). The role of reading strategies in integrated L2 writing tasks.Journal of English for Academic Purposes, 8 (4), 252-266.

Plakans, L., &Gebril, A. (2012).A close investigation into source use in integrated second language writing tasks.Assessing Writing, 17 (1), 18-34.

Stotsky, S. (1983). Research on reading-writing relationships: A synthesis and suggested directions. In: Langer, J. A., &Flihan, Sh. (2000). Writing and Reading Relationships: Constructive Tasks. Newark, DE: International Reading Association.

Tierney, W. K., & Pearson, P. D. (1983).Towards a composing model of reading. In: Zhou, L., &Siriyothin, P. (2009). An investigation of university EFL students’ attitudes toward writing-to-read tasks.Suranaree Journal of Science and Technology, 16 (4), 297-309.

Tierney, R.J., & Shanahan, T. (1991).Research  on the reading-writing relationship: Interactions, transactions, and outcomes. The handbook of Reading and Research Vol. 2.

Tsang, W. K. (1996). Comparing the effects of reading and writing on writing performance. In: Zhou, L., &Siriyothin, P. (2009). An investigation of university EFL students’ attitudes toward writing-to-read tasks.Suranaree Journal of Science and Technology, 16 (4), 297-309.

Weigle, S. C. (2004). Integrated reading and writing in a competency test for non-native speakers of English. Assessing Writing, 9, 27-55.

Yu, G. (2013). From integrative to integrated language assessment: Are we there yet? Language Assessment Quarterly, 10 (1), 110-114.

Zhou, L., &Siriyothin, P. (2009).An investigation of university EFL students’ attitudes toward writing-to-read tasks.Suranaree Journal of Science and Technology, 16 (4), 297-309.