Effects of Online Reading on Persian-Speaking EFL Learners' Writing Performance

Leila Noorizadeh, Ahmad Ameri-Golestan

Abstract


The present study was an attempt to explore effects of online reading, on Persian-speaking EFL learners writing performance. 57 intermediate EFL learners were divided into the experimental group (EG) and control group (CG) and participated in a pretest-posttest study. During the 4-week treatment, the EG learners experienced an online reading program as the treatment, while their CG counterparts received traditional writing instruction. At the end of the experiment, a posttest was conducted to assess the possible improvements in each group. To determine whether there were significant differences in participants' performances, independent samples t-tests and paired sample t-tests were utilized. Findings of this study indicated that online reading activities significantly improved EFL learners' writing performances. Results of this study provide practical implications for language teachers and materials developers to include online activities in EFL classrooms to assist students in establishing their writing abilities.


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