Investigating the Efficiency of Two Writing Strategies Among Iranian EFL Learners: Translated Writing vs. Reading to Write

This study explored the effects of 2 different types of strategies—translated writing vs. reading to write—in the writings of some of Iranian EFL learners in Esfahan Payamenoor University. The results showed no significant differences in the students’ writings (in the 2 experimental groups and 1 control group) for the pretest topic. With respect to the posttest, the results, however, indicated that the experimental groups who received treatment managed to write better in comparison to the control group who did not receive any treatment. Moreover, it was found that the experimental group who received treatment via the translated strategy managed to write better than the group who received treatment via the reading to write strategy. Also, the t test results for the components of students’ writings showed that both structure and content in the writings of the translation group improved more than the reading to write group. Moreover, the reading to write group showed better performance in the organization of their writings.