Findings

• Reading amount and writing ability generally neither increase nor

decrease concurrently.

• No systematic pattern of these two sets of variables was apparent.

• Three statistical computations do not support the assertion that a

higher exposure to language input leads to an improvement in
writing ability of EFL readers.
Findings
• The exact amount of reading that will not affect the readers’
writing ability.
Discussion
• The progress of the participants’ writing competence
include language input , language productions, conscious
language learning, language proficiency and principles of ER
was not appearance.

• According to Krashen, writing ability is not learned but is

acquired via extensive reading in which the focus of the
reader is on the message reading for genuine interest and
pleasure.
Discussion
• Readers from both groups rated enjoyment and pleasure from reading
at moderate to high degrees of magnitude across the 15 weeks.

• Acquire a general understanding from the texts allowed readers to

read stories.

• According to silvia and Matsuda, understanding some of the writing

strategies through practice is helpful especially for less experienced
writers.
Discussion
• The pleasurable nature of engagement in stories with no
comprehension check. The low anxiety scheme applied and
the choice of texts, all combined, may not contribute to
growth in written competence.
Conclusion
• The research seem to have depreciated the theoretical and
natural association between reading and writing ability.

• High group did not facilitate writing ability and low group ,the
study was only able to boost their writing ability in a certain level.

• Suggestion : exposed to more volume of language.