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International Journal of English Language Education

.: Home > International Journal of English Language Education > 2014 > Volume 2 Number 1 > 1. Seyed Hamed Seyedi (Corresponding Author); 2. Ali Akbar Khomeijani Farahani

The Application of Task-based Writing and Traditional Writing on the Development of Reading Comprehension of EFL Advanced Iranian Learners

1. Seyed Hamed Seyedi (Corresponding Author); 2. Ali Akbar Khomeijani Farahani
1. Dept. of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran; 2. Dept. of English, University of Tehran, Tehran, Iran
Abstract :
Every single teaching method has its own merits and demerits; however, teachers typically 
select a method which they deem suitable. Task-based language teaching, a learner-centered 
method, advocates the shift from teacher dependence to learner independence. This study was 
an attempt to find out if traditional writing makes a significant contribution to the 
development of reading comprehension. It also concentrated on the usefulness of performing 
writing tasks on the development of reading comprehension. The participants were 60 female 
advanced EFL learners chosen from among 100 learners, randomly assigned into two groups 
of 30 learners. During the treatment period, first-group participants received task-based 
writing instruction while second-group participants received instructions through traditional 
methods. The analyzed results clearly demonstrated the contribution of task-based writing to 
the development of reading comprehension of EFL advanced Iranian learners. The findings 
also showed that traditional writing instruction was not a good means of improving reading 
comprehension. 
Keywords :
Task-based writing, Traditional writing, Reading comprehension

Date Deposited : 28 Apr 2014 10:56

Last Modified : 28 Apr 2014 10:56

Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/5330/4266

Volume 2, Number 1, - 2014 , ISSN 2325-0887

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