Incorporating Reading in Writing Classes and Its Effects on ESL Learners’ Writing

Abstract

This study investigated how incorporating reading activities in writing classes can help secondary school students develop their writing skills. The study was conducted using samples selected conveniently which involved 30 Form Four and Five students from one of the local secondary schools in Kapit, Sarawak. This study examined specifically on the effects of engaging reading activities in writing classes on their writing performance. This qualitative study examined how incorporating reading activities into writing classes can influence students’ writing results. Data was collected from a semi-structured interview and a pre- and post-test experimental research based on writing tests that were graded using the Common European Framework Reference (CEFR) writing marking scheme. The result was analysed using descriptive statistic to find the mean and standard deviation of both pre and post-test. Findings showed that incorporating reading activities into writing tasks during English language class increased the respondents’ writing output significantly. The results of this study are hoped to assist English as Second Language (ESL) students and teachers in recognising the importance of reading activities in writing classes as an effort to improve writing performance.