Effects of connecting reading and writing and a checklist to guide the reading process on EFL learners’ learning about English writing

Abstract

This paper reports a quasi-experiment investigating the effects of connecting reading and writing and a checklist to guide the reading process on EFL learners’ learning about writing. In this research, ways of reading which are likely to promote the development of writing ability were sought and operationalized into checklist questions for EFL reading instructions. Two groups of college students who read a text with and without the checklist were compared. The results show that connecting reading and writing has positive effects and that the checklist helps students consider genre and efficiently integrate the reading and writing processes.

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