AN INVESTIGATION OF UNIVERSITY EFL STUDENTS' ATTITUDES TOWARDS WRITING-TO-READ TASKS

Research indicates that using writing as a learning tool may lead to better reading achievement. Based on the strong reading-writing connections, the authors examined EFL students' attitudes towards two types of writing-to-read tasks, namely reading with summary writing and reading with journal writing. Fifty four Chinese EFL learners participated in the eighteen-week study. Data were collected using students' self-report questionnaires, students' written feedback and face-to-face semi-structured interviews. Results show that the students had a positive tendency towards the two tasks, while they still had some problems and suggestions. It is recommended that writing-to-read activities be introduced into TEFL classrooms to enhance reading teaching and learning.