Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577787
Title: The development of paragraph writing for EFL writers through the use of a reading into writing method
Author: Chuenchaichon, Yutthasak
Awarding Body: University of Reading
Current Institution: University of Reading
Date of Award: 2011
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Abstract:
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 being taught by this reading into writing method in comparison to a group taught without this approach. Analysis of the data indicates the positive impact that reading can have on paragraph- writing development, particularly in the area of grammatical complexity. In addition, these EFL learners reported that they found this reading into writing approach helpful in improving their paragraph writing ability. These findings highlight the benefits of paragraph-writing instruction in such a context and may help writing teachers to recognize the importance of reading tasks for EFL writing classrooms in university contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.577787  DOI: Not available
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