The Effect of Reading-Based Pre-Writing Activities on the Writing Performance in an EFL Setting

Abstract

The relationship between reading and writing has long been recognized, and it is agreed that reading and
writing cannot be separated (Castellani, 2001). This study aimed to examine whether utilizing different reading tasks, as prewriting
activities, could improve both pre and post-intermediate EFL learners’ comprehension and writing. More specifically, it
addressed the question whether using the compare/contrast, description, cause/effect, and problem/solution reading tasks would
have any effect on EFL learners writing performance. In addition, this study aimed to determine if there is any significant
difference between reading task types (compare/contrast, description, cause/effect, and problem/solution) and their effect on
writing performance of pre and post-intermediate EFL learners. To this end, a total of 120 EFL pre and post-intermediate
learners from one of the English Institutes of Isfahan participated in this study. The students were given various reading texts in
three phases on the basis of their levels to read carefully and to write summaries. Statistical analyses of the data revealed three
important findings. First, administering different reading tasks as pre-writing activities significantly improved the writing
performance of both pre and post-intermediate EFL learners. Second, there was a difference between the effect of various
reading tasks on EFL learners writing performance. Third, post-intermediate group had a better performance in writing after
using such reading tasks. The findings may add new information to L2 research on writing performance, and pedagogically
speaking, the findings of the study may have implications for EFL teachers and students.