The Effect of Using the Reading for Writing Approach on Developing the Writing Ability of Egyptian EFL Learners and Their Attitudes Towards Writing

N

28

Measures (Individuals); Writing Research; Writing Skills; Secondary School Students; Experimental Groups; Writing Tests; Gender Differences; Control Groups; Instructional Effectiveness; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Reading Writing Relationship; Student Attitudes; Pretests Posttests; Writing Instruction; Teaching Methods

Research reveals that the division between reading and writing hinders the development of language learning in general and writing ability in specific. The study examined the effect of using the reading for writing approach on developing the writing ability of Egyptian EFL learners and their attitudes towards writing. Thirty, first year secondary school students participated in this study. A quasi-experimental pretest posttest control group design was used to form an experimental group. This small scale study enabled students to develop their writing skills and their attitudes towards writing, with no statistically significant differences between males and females. The study corroborated the efficacy of the reading for writing approach as a feasible tool for enhancing the writing ability of Egyptian EFL learners and their attitudes towards writing. (Contains 7 tables and 5 graphs.) [Appended to this document are: "Appendix 1. The Writing and the Attitude Scale," "Appendix 2. Names of the Jury Members," and "Appendix 3. First Love."]

Author

24

2007

ED498363