THE EFFECT OF READING-BASED WORD-GENERATION TECHNIQUES ON WRITING PROFICIENCY OF IRANIAN INTERMEDIATE EFL LEARNERS

The current research was carried out among 60 female learners with the age range of 15-20 through a quasi-experimental design. The two groups received two different treatments during 14 sessions. Participants in control group received synonyms of the targeted words before reading and listening to the passage and answering its questions. At the end of each session, they wrote composition. However, in experimental group both class discussion about the text topic and morphological practice also took place. After the post test of writing, an independent sample t-test was run to compare their performances. Experimental group outperformed the control group. In conclusion, foreign language pedagogy would benefit from applying reading-based word-generation techniques to improve writing proficiency.