In a randomized pretest–posttest design, we examined the effects of reading-to-write instruction on (a) quality students’ essays and (b) metaknowledge about reading, reasoning historical significance, writing. Results showed that 10th grade students in condition (N = 46) wrote significantly better compared to who received content-based 48). addition, scored higher reading accounts than conditio...

This study was an attempt to investigate whether output tasks, i.e., reconstruction and picturecuedwriting tasks, promote learners’ noticing of English passive structure compared to nonoutputtasks, i.e., reading comprehension and if so, which output task is more effective inenhancing learners’ noticing. In addition, this study aimed to investigate whether output tasksfacilitate learning of Engl...

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