Improving EFL Learners' Writing through Enhanced Extensive Reading

The present paper aims at presenting a theoretical background about the relationship between extensive reading and writing. First, basic definitions of writing and extensive writing in different research studies are investigated moving forward to make a connection between the two aspects of language learning.  Second, it delves into the relationship between extensive reading and writing on one hand and reading and writing on the other. Finally, the paper puts forward some implications for practitioners in the field. In fact, by providing various definitions of reading, extensive reading and writing and the role they play in the process of language learning, this research provides a clear-cut overview of the tight relationship between extensive reading and writing as well as its application in the EFL classroom.

Therefore, a review of studies on the relationship between extensive reading and writing is provided to account for the possible effectiveness of benefiting from extensive reading materials in the language learning process in that the learning context (students’ writing) can be positively affected if teachers resort to extensive reading materials. This demands that all the stakeholders should be aware of issues surrounding the improvement of students’ writings through extensive reading materials. If these reading materials are consciously selected by teachers, students can certainly have better performance in writing.