The Impact of Interactive Reading aloud on EFL Learners’ Writing Ability

The aim of the current study was investigating the impact of interactive reading aloud instruction on Iranian EFL students’ writing ability. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive reading aloud while the control group received conventional silent reading instruction (pre-reading, reading, and post- reading). After the treatment, the writing section of KET was used as the posttest to explore both groups’ improvement in writing ability. The result of ANCOVA revealed a significant difference between the experimental and control groups’ writing ability after controlling for the entry level writing in favor of the experimental group. The finding underscores the relationship between writing and reading skills and has certain implications for English teachers and materials developer