A Presentation On

Effects of Extensive Reading on

Students’ Writing Ability in an EFL
Class

Wilairat Kirin
Nakhon Pathom Rajabhat University, Thailand

Arifa Al Munira
ID: 2018-2-92-001
Sadia Sultana
ID: 2018-2-92-002
 Introduction
Extensive Reading (ER) refers to reading where
learners read extensively away from the classroom.
Reading and writing adopt similar processes.
Reading use to enhance writing task and writing use
as a learning tool in teaching reading strategies.
The purpose of this study is to examine EFL
learners writing ability which can be improved
through reading.
Researcher addressed 4 aspects of reading and
writing ability.
 Literature review
Research Places & Measures Findings
ers

(Lai, Hong kong, four out of Gained vocabulary

1993b) eight groups of 345 recognition,
secondary students, listening
read extensively for 1 comprehension and
year. reading speed. But
did not outperform
the reading
comprehension and
writing ability.
Mason & 104 major students Gaining scores in
Krashen, reading an average writing with
(1997) 1500 pages impressionistic
measures.

Caruso 8 classes of
(1994) ‘Spanish 4’ 9 weeks No significant
& 30 min difference in the
experiment, reading, writing scores.
summarizing,
speaking, writing,
pre & post test.
 METHODOLOGY
Study sample Instruments Research procedures
34 second year non Reading Orientation Stage: how to
English major comprehension choose an appropriate
undergraduates test and reading book, how to read for
Select randomly pleasure, how to record
log for
who had registered for reading, teacher
‘Fundamental reading’ recording. expectations, purpose of
course & were not  A semi the study.
taking any English structured
courses. interview script. Reading Engagement
Most are post-  For tasks:
beginners & 5 were measurement 4 •Selected books for reading
slightly stronger, strategy instruction &
writing prompts motivating activities.
came from middle to were used. •Silent reading, read out of
low income families. class and keep a record.
 Data
Collection
• Data collected Quantitatively
•Two tests are conducted- reading amounts and
reading comprehensive ability.
•Create two reader groups- high and low
•Four sets of writing scores collected in the same
session
•Written work were assigned and averaged by two
trained raters.
•Writing tests administered each at five weeks apart
• Reading comprehension test administered only
twice- pre test and post test.
•Avoided repeated questions so that participants
could not memories anything.
•Narrative writing tests had neither instruction nor
practice.
Data Reading records by keeping a written log.
analysis
Three reading amounts of an individual.

T –test to measure their statistics

differences.

Four test of data were analyzed through

different statistics to address their
corresponding research questions.

Data was classified into the two reading

sub-groups of ‘high’ and ‘low’.
 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
 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
 Theresearch 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.