doi: 10.18178/ijiet.2019.9.3.1202
Teaching Writing on a Reading-Based Task — A Comparative Study
Shirley Shao
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.
Keywords
- Task-based teaching
- IELTS writing
- international school
- China
How to 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. https://doi.org/10.18178/ijiet.2019.9.3.1202
Copyright & License
Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).