Abstract—This research will explore the effectiveness of a writing course by comparing two different English as foreign language (EFL) teaching procedures. It reviews previous researches on how reading affects writing as an input instrument, drawing the suggestions to guide reading-based (reading as a task) teaching in writing class. A comparative teaching experiment will be carried out in order to examine the practicality of reading-based task. Two separated groups of students will be involved in the experiment, and they will be taught by traditional writing pattern and reading-based task separately. With the duration of 4 weeks, evaluation questions are distributed to the students, followed with analysis of the results and focus group interviews within the group. The results to be revealed could provide referential ideas for current EFL writing teachers.
Index Terms—Task-based teaching, IELTS writing, international school, China.
Shirley Shao is with the International department of Hunan Normal University attached high school, Changsha, China (e-mail: firstname.lastname@example.org).
Cite: Shirley Shao, "Teaching Writing on a Reading-Based Task — A Comparative Study," International Journal of Information and Education Technology vol. 9, no. 3, pp. 218-221, 2019.