Investigating the Efficiency of Two Writing Strategies Among Iranian EFL Learners: Translated Writing vs. Reading to Write

Abstract

This study explored the effects of 2 different types of strategies—translated<br />writing vs. reading to write—in the writings of some of Iranian EFL learners in<br />Esfahan Payamenoor University. The results showed no significant differences in<br />the students' writings (in the 2 experimental groups and 1 control group) for the<br />pretest topic. With respect to the posttest, the results, however, indicated that the<br />experimental groups who received treatment managed to write better in comparison<br />to the control group who did not receive any treatment. Moreover, it was found that<br />the experimental group who received treatment via the translated strategy managed<br />to write better than the group who received treatment via the reading to write<br />strategy. Also, the t test results for the components of students' writings showed that<br />both structure and content in the writings of the translation group improved more<br />than the reading to write group. Moreover, the reading to write group showed better<br />performance in the organization of their writings.