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—translatedwriting vs. reading to write—in the writings of some of Iranian EFL learners inEsfahan Payamenoor University. The results showed no significant differences inthe students’ writings (in the 2 experimental groups and 1 control group) for thepretest topic. With respect to the posttest, the results, however, indicated that theexperimental groups who received treatment managed to write better in comparisonto the control group who did not receive any treatment. Moreover, it was found thatthe experimental group who received treatment via the translated strategy managedto write better than the group who received treatment via the reading to writestrategy. Also, the t test results for the components of students’ writings showed thatboth structure and content in the writings of the translation group improved morethan the reading to write group. Moreover, the reading to write group showed betterperformance in the organization of their writings.