The development of paragraph writing for EFL writers through the use of a reading into writing method
This research investigates the impact that incorporating reading into writing can have on University paragraph level EFL writing of 54 second-year English major students at Naresuan University, Thailand, and what these EFL learners think about being taught by a reading into writing method. Intensive reading tasks are incorporated into a paragraph-writing classroom. The changes in students' written performance in terms of grammatical accuracy, grammatical complexity, and coherence and cohesion are examined. The study compared two groups of learners in which one instruction for one group was taught by an incorporated reading into writing activities (i.e. the ~experimental~ group), and the other group was taught without these activities (i.e. the ~control~ group). The research comprises both quantitative and qualitative analyses. The written texts produced by both groups obtained from a pre-test and post-test are analyzed and compared to see whether or not there is any significant difference between these two groups in changes in grammatical accuracy, grammatical complexity, and coherence and cohesion. Questionnaire responses and interview data are analyzed and compared to elicit these EFL writers' opinions about
Chuenchaichon, Yutthasak
The development of paragraph writing for EFL writers through the use of a reading into writing method. This research investigates the impact that incorporating reading into writing can have on University paragraph level EFL writing of 54 second-year English major students at Naresuan University, Thailand, and what these EFL learners think about being taught by a reading into writing method. Intensive reading tasks are incorporated into a paragraph-writing classroom. The changes in students' written performance in terms of grammatical accuracy, grammatical complexity, and coherence and cohesion are examined. The study compared two groups of learners in which one instruction for one group was taught by an incorporated reading into writing activities (i.e. the ~experimental~ group), and the other group was taught without these activities (i.e. the ~control~ group). The research comprises both quantitative and qualitative analyses. The written texts produced by both groups obtained from a pre-test and post-test are analyzed and compared to see whether or not there is any significant difference between these two groups in changes in grammatical accuracy, grammatical complexity, and coherence and cohesion. Questionnaire responses and interview data are analyzed and compared to elicit these EFL writers' opinions about
development paragraph write efl writer use read_write method investigates impact incorporate reading_write university paragraph level efl write second year english major student university thailand efl learners think taught read_write method intensive reading task incorporate paragraph writing classroom change student_write performance term grammatical accuracy grammatical complexity coherence cohesion examine study compare two_group learner instruction group teach incorporated reading writing activity experimental_group group teach without activity control_group comprises quantitative_qualitative analysis write_text produce group obtain pre_test post test analyzed compare see_whether significant_difference two_group change grammatical accuracy grammatical complexity coherence cohesion questionnaire_response interview_data analyze compare elicit efl writer opinion