Impact of Reading-to-Write Tasks on EFL Learners’ Use of Grammatical Accuracy
محورهای موضوعی :Mohammad Bakhshi 1 , Atefeh Nasrollahi Mouziraji 2 , Hamed Barjesteh 3
1 - Department of English Language, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
2 - Dept. of English Language and Literature, Islamic Azad University, Ayatollah Amoli Branch, Amol, Iran
3 - Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
کلید واژه: Reading-to-write, Writing-only tasks, Grammatical accuracy,
چکیده مقاله :
This study aimed to assess how reading-to-write instruction affected Iranian intermediate EFL students' discourse traits. To achieve this aim, sixty EFL learners were selected through OPT. They were divided into two groups: a reading-to-write group and a writing-only group, respectively. Pre- and post-writing exams were administered to both groups before and after the intervention. For intervention, reading-to-write tasks were assigned to both the writing-only task and the reading-to-write task group. The treatment lasted ten sessions in which the procedures for this inquiry were completed. The results derived from the analysis of the obtained data demonstrated that the grammatical accuracy of the post-test performance was significantly impacted by reading-to-write tasks. This study has some implications for teachers and syllabus designers to design appropriate grammatical accuracy reading to write tasks.
This study aimed to assess how reading-to-write instruction affected Iranian intermediate EFL students' discourse traits. To achieve this aim, sixty EFL learners were selected through OPT. They were divided into two groups: a reading-to-write group and a writing-only group, respectively. Pre- and post-writing exams were administered to both groups before and after the intervention. For intervention, reading-to-write tasks were assigned to both the writing-only task and the reading-to-write task group. The treatment lasted ten sessions in which the procedures for this inquiry were completed. The results derived from the analysis of the obtained data demonstrated that the grammatical accuracy of the post-test performance was significantly impacted by reading-to-write tasks. This study has some implications for teachers and syllabus designers to design appropriate grammatical accuracy reading to write tasks.
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