A Study of Enhancing Junior High School Students’ Writing Performance through Task-based Reading-to-Writing Instruction

• Main Authors: Hui-ting Wu, 吳慧婷
• Other Authors: Pi-ching Chen
• Format: Others
• Language: en_US
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/17184271594058163626

碩士 === 國立成功大學 === 外國語文學系專班 === 96 === This study is to explore the junior high school students’ writing performance and learning attitudes after taking task-based reading-to-writing instructions through summary writing and peer reviewing. This qualitative-quantitative study includes an experimental teaching and a questionnaire survey. The subjects were 30 junior high school students. The storybook, the Wizard of Oz, was chosen. After reading courses, summary writing was applied to encourage learners to restate the story. Peer reviewing was implemented to encourage learners to appreciate others’ work as well as learn some other writing skills. An online assessment system was also used to know the improvement of their writing performance. In the data collection, all the vocabulary tests were collected. Learners’ response toward the questionnaire, SORWA, was also gathered to know the difference of their attitudes. The findings from the study were: (1) the more opportunities to practice new words, the better performance to manipulate new words; (2) learners can benefit more from an appropriate textbook; (3) under the task-based reading instructions, the reading performance can be enhanced; (4) writing activities can enhance reading efficiency and the ability to manipulate words; (5) peer reviewing can enhance writing ability and effectiveness of English language learning; (6) task-based instructions and collaborative learning are both useful in each session of reading, writing, and peer-reviewing. In conclusion, the findings of the study certified that the use of task-based reading-to-writing activities would improve EFL learners’ writing abilities, and that the attitudes towards writing could become more positive and autonomous through the writing activities with peer reviewing.