The Application of Task-based Writing and Traditional Writing on the Development of Reading Comprehension of EFL Advanced Iranian Learners

Seyed Hamed Seyedi, Ali Akbar Khomeijani Farahani


Every single teaching method has its own merits and demerits; however, teachers typically select a method which they deem suitable. Task-based language teaching, a learner-centered method, advocates the shift from teacher dependence to learner independence. This study was an attempt to find out if traditional writing makes a significant contribution to the development of reading comprehension. It also concentrated on the usefulness of performing writing tasks on the development of reading comprehension. The participants were 60 female advanced EFL learners chosen from among 100 learners, randomly assigned into two groups of 30 learners. During the treatment period, first-group participants received task-based writing instruction while second-group participants received instructions through traditional methods. The analyzed results clearly demonstrated the contribution of task-based writing to the development of reading comprehension of EFL advanced Iranian learners. The findings also showed that traditional writing instruction was not a good means of improving reading comprehension.

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