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Aminzadeh, R., Sadat Booyeh, Z. (2013). The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability. Journal of English Language Pedagogy and Practice, 6(12), 24-40.
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 English Language Pedagogy and Practice, 6, 12, 2013, 24-40.
Aminzadeh, R., Sadat Booyeh, Z. (2013). 'The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability', Journal of English Language Pedagogy and Practice, 6(12), pp. 24-40.
Aminzadeh, R., Sadat Booyeh, Z. The Comparative Effect of Reading-to-Write and Writing-Only Tasks on the Improvement of EFL Learners’ Writing Ability. Journal of English Language Pedagogy and Practice, 2013; 6(12): 24-40.

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

Article 2, Volume 6, Issue 12, Winter and Spring 2013, Page 24-40  XML PDF (432.31 K)
Document Type: Research Paper
Authors
Roxana Aminzadeh email ; Zeinab Sadat Booyeh
Department of English, North Tehran Branch, Islamic Azad University, Tehran, Iran
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. 
Keywords
reading-to-write tasks; Writing Ability; writing-only tasks
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