Impact of Reading-to-Write and Listening-to-Write Integrated Tasks Versus Non-Integrated Writing Tasks on Source-Based Writing Development Among Iranian EFL Learners
محورهای موضوعی : Applied Linguistics
Nikoo Farhadian
1
,
Hossein Heidari Tabrizi
2
,
Ehsan Rezvani
3
1 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
کلید واژه: Integrated Writing Tasks, Listening-To-Write Integrated Tasks, Non-Integrated Writing Tasks, Reading-To-Write Integrated Tasks, Source-Based Writing,
چکیده مقاله :
Source-based writing, as a way of synthesizing and integrating information from multiple sources, is one of the essential academic skills, but it tends to be very challenging for EFL learners. The present study investigated the effects of three instructional approaches—non-integrated, Reading-to-Write (RTW) integrated tasks, and Listening-to-Write (LTW) integrated tasks—on the development of source-based writing among Iranian intermediate EFL learners. This present study adopted a pre-test-post-test design with 90 undergraduate students in three intact classes, homogenized by the OQPT and randomly assigned to three groups, who completed five tasks based on their experimental conditions. The results show that integrated tasks developed source-based writing ability through superior synthesis and use of information from sources significantly better than non-integrated tasks. Among the integrated tasks, RTW was significantly more effective than LTW, indicating greater cognitive benefits from reading materials compared to listening inputs in improving source-based writing performance. The findings are in line with knowledge-transforming frameworks that suggest engaging with reading material fosters deeper cognitive processing, critical thinking, and building up coherent arguments, while LTW tasks impose heavier cognitive loads due to the real-time processing and multitasking demands. This study has brought to light the effectiveness of IWTs in improving academic writing proficiency, thus lending strong support to the inclusion of RTW tasks in EFL curricula. .
Source-based writing, as a way of synthesizing and integrating information from multiple sources, is one of the essential academic skills, but it tends to be very challenging for EFL learners. The present study investigated the effects of three instructional approaches—non-integrated, Reading-to-Write (RTW) integrated tasks, and Listening-to-Write (LTW) integrated tasks—on the development of source-based writing among Iranian intermediate EFL learners. This present study adopted a pre-test-post-test design with 90 undergraduate students in three intact classes, homogenized by the OQPT and randomly assigned to three groups, who completed five tasks based on their experimental conditions. The results show that integrated tasks developed source-based writing ability through superior synthesis and use of information from sources significantly better than non-integrated tasks. Among the integrated tasks, RTW was significantly more effective than LTW, indicating greater cognitive benefits from reading materials compared to listening inputs in improving source-based writing performance. The findings are in line with knowledge-transforming frameworks that suggest engaging with reading material fosters deeper cognitive processing, critical thinking, and building up coherent arguments, while LTW tasks impose heavier cognitive loads due to the real-time processing and multitasking demands. This study has brought to light the effectiveness of IWTs in improving academic writing proficiency, thus lending strong support to the inclusion of RTW tasks in EFL curricula. .
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