A Comparative Study of the Effectiveness of Integrated Reading–Writing Instruction and Explicit Writing Instruction in Chinese as a Second Language Classroom
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In the field of second language teaching, there has been an increasing interest in adopting reading as an instructional strategy to improve writing skills. However, most studies focus on intermediate or advanced learners and scarce research has been conducted on writing development for beginners in higher education in Chinese as a Second or Foreign Language (CSL/CFL) classroom. This study aims to examine the effectiveness of Integrated Reading and Writing (IRW) compared with Explicit Writing Instruction (EWI) in two groups: the experimental group (EG) and the control group (CG), each consisting of 40 participants from the same academic year enrolled in a CSL/CFL class. The participants (HSK Level 3 or lower) were taking the same major at a Thai university. The data were generated by assessing their writing tasks in 4 categories: Content (Cont), Phrases & Vocabulary (Phr&V), Grammar (Gram) and Organization (Org). The scores were subjected to an independent sample t-test. The results showed that the EWI method was better suited for the students. This study provides CSL/CFL with insights on how to promote the development of writing for beginners and improve the curriculum design.
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