THE EFFECT OF TASK-BASED EXTENSIVE READING ON IRANIAN EFL LEARNERS' WRITING ACCURACY

This study examined the effectiveness of task-based extensive reading on writing accuracy of Iranian EFL learners. It was conducted with 36 upper-intermediate students comprising two experimental groups and one control group in two language institutes in Tabriz. The experimental groups were assigned to read graded readers extensively out of the classroom and complete after-reading tasks: Group 1 had Extensive Reading with Written Summary Task, whereas Group 2 had Extensive Reading with Oral Summary Task. Control group did not receive such treatments, and was just engaged in the regular class program. The results of one way ANOVA and post hoc test indicated that experimental groups performed better than the control group on the post-test. Significant differences were found between the control group and experimental Group 1 and the experimental Group 2 and control group.