Developing Tertiary ESL Students’ Writing through Reading Comprehension Tasks

Lim Seong Pek, Rita Wong Mee Mee


Writing had been subjected as a burden to students studying in the tertiary institution of higher learning as the most important language skill. Many studies had indicated that there was improvement towards the students’ writing ability towards the end of each treatment assigned. However, there were still many who find it difficult in generating ideas in order to begin their piece of writing. This study was carried out to examine the effectiveness of reading comprehension tasks assigned in generating university students’ writing skills to 26 students in the experimental group and if those reading texts affect their writing performance in term of organisation, length and language used. It also looked into the suitability of the types of reading comprehension materials in enhancing undergraduates’ ability in generating ideas for writing task. The findings showed significant improvement in students’ writing from the experimental group after the treatment. Students were able to apply similar text features learned into other texts of similar kind. Through this, the improvement in language use had gone in-line with the content as when students were able to judge the features of a text. The students were able to apply vocabularies into the writing piece.


ESL; writing; reading and writing

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