The primaryaim of this study is to evaluate the effects of integrating supplementary reading materials in writing lessons of the 12thform students at Ly Thuong Kiet high school. Along with it, the most popular difficulties and possible suggestions to enhance students’ writing skills through reading would be discussed. The study revolvesan experimentalresearch with the participation of 5 teachers and 90 students of 12th form at Lý Thường Kiệt High School, Ha Nam province. To collect data forthis study, two pre-task questionnaires, two post-task questionnaires, a pre-test and a post-test were employed. After examining the responses from the pre-task questionnaires, the author designed and integrated a set of nine supplementary reading textsand respective reading and writing exercises into writing lessons of 45 experimental students in 9 weeks of the first semester of the school year 2014-2015. During the same time, 45 students of the control group only received writing exercises. The results from thepost-taskquestionnaires, the pre-test and post-testshowed that there had been a significantimprovement in the students’ writing skill in terms of vocabulary, ideas and organizationafter they took part in the supplementary reading integration programmein comparison with the students of control group. Moreover, most of studentsof he experimental groupacknowledged the benefits of thesupplementary reading integration programme and expected that suchprogramme would be applied in the future
Readership Map
Content Distribution
The primaryaim of this study is to evaluate the effects of integrating supplementary reading materials in writing lessons of the 12thform students at Ly Thuong Kiet high school. Along with it, the most popular difficulties and possible suggestions to enhance students’ writing skills through reading would be discussed. The study revolvesan experimentalresearch with the participation of 5 teachers and 90 students of 12th form at Lý Thường Kiệt High School, Ha Nam province. To collect data forthis study, two pre-task questionnaires, two post-task questionnaires, a pre-test and a post-test were employed. After examining the responses from the pre-task questionnaires, the author designed and integrated a set of nine supplementary reading textsand respective reading and writing exercises into writing lessons of 45 experimental students in 9 weeks of the first semester of the school year 2014-2015. During the same time, 45 students of the control group only received writing exercises. The results from thepost-taskquestionnaires, the pre-test and post-testshowed that there had been a significantimprovement in the students’ writing skill in terms of vocabulary, ideas and organizationafter they took part in the supplementary reading integration programmein comparison with the students of control group. Moreover, most of studentsof he experimental groupacknowledged the benefits of thesupplementary reading integration programme and expected that suchprogramme would be applied in the future
