THE EFFECT OF EXTENSIVE READING ON CREATIVE WRITING.

1. Condidats:
•Belfaci Imane
•Chakrare Khadidja
Examined by:
• Chair: Dr. Mohamed. R. BOUCHAMA
• Examiner: Dr. Mohamed CHAABANE
Supervised by:
• Mr. Maamar MISSOUM
Blida02 University of Ali Lounici
The Case of Second year EFL students at Univerthe English Department, Blida 2

4.  General Introduction
 Chapter One: Review of the Literature
 Chapter Two: Methods & Procedures
 Chapter Three: Data Treatment & Presentation
 Chapter four: Discussion & Interpretation of the Data
 Chapter five: Some Implications
 General Conclusion

5. GENERAL INTRODUCTION

6. Statement of the Problem:
Extensive reading and creative writing are ot
concidered as important skills among EFL
students.
Background of the study:
ER enhaces the students’ writing pruductivity
however; second year EFL students at Ali Lounici
University, Algeria, do not read extensively.
The Research Issue and its significance
 Make the students and the teachers aware of
the importance of ER on developing EFL
students’ creative writing
R.Q:
 what is the effect of extensive reading on EFL
students’ Creative writing?
Purpose and Scope of the study:
The curent study edeavors to investigate the effect of
extensive reading of second year EFL English
students’ creative writing at Ali Lounici university,
Algeria.
It also, attempts to motivate EFL teachers and
students to use ER as a tool to enhace the learners’
creative writing profesioncy
Thesis Structure
 Statement of the Problem
 Background of the Study
 The Research Issue & Its Significance
 Purpose & The Scope of the Study
 Thesis Structure

8. Chapter one: Review of the Literature

9. Introduction
1. 1 Reading
1. 1. 1 What Is Reading?
1. 1. 2 Theories of Reading
1. 1. 3 Types of Reading
1. 2 Writing
1. 2. 1 Definition
1. 2. 2 Theories of Writing
1. 2. 3 Types of Writing
1. 3 Creativity
1. 3. 1 What Is Creativity?
1. 3. 2 Components of Creativity
1. 4 Creative Writing
1. 4. 1 Definition
1. 4. 2 Types of Creative Writing
1. 5 The Effects of Extensive Reading on Creative Writing
Conclusion

10. Bottom Up
Top Down
Interactive Model
Extensive Reading Intensive Reading
« The process by which an agent translates an external written
representation of a text into an internal set of representations »
(Kennith & Ashwin, 1994:1)
(Grabe & Stoller;2002)
(Smith, 1994 and
Goodman,1985 )
(Mangubat, 2014)

11. Process
Approach
Creative
Approach
Expository Persuasive
Writing is the learned process of shaping experiences into text, allowing the writer to discover,
develop, clarify and communicate thoughts and feelings. It requires the development of
thinking skills. (Zainal & Binti Mohamed Husin, 2011)
Genre Approach
Narrative
Descriptive
( Sastoque, 2010)
Sastoque (2010) and Ur
(1991)
( Sastoque, 2010)

12. Expertise Motivation
Creative
Thinking
« It is the ability to generate ideas and concept that are new,
valuable and surprising »
(Boden, 2003: 126)
(Satyandra,2015
and Sternberg,
2006 )
(Amabile, 1995) (Amabile et.al, 1994)

13. Creative writing is about writing poems, stories or creative
non-fiction pieces that probably may offer a real life situation .
(Morley, 2007).

15. Introduction
2.1. The Research Objectives & Questions
2.2. The Participants
2.3. The Research Design (Tools and Procedure of Data Collection)
2.3.1. The Students’ Questionnaire
2.3.1.1. The Questionnaire Description
2.3.1.2. The Questionnaire Administration
2.3.2. The Teachers’ Interview
2.3.2.1. The Interview Description
2.3.2.2. The Interview Administration
2.3.3. The Experiment
2.3.3.1. The Pre-Test
2.3.3.2. The Extensive Reading Programme
2.3.3.2.1. The Extensive Reading Programme Description
2.3.3.2.2. The Extensive Reading Programme - Procedure of Implementation
2.3.3.3. The Post-Test
2.3.4. Description and Analysis of the Current Reading and Writing Course at the English Department of Blida 2 University, Algeri
Conclusion

16. Research Objectives and Question
Research Question:
What is the effect of extensive reading on EFL students’
creative writing?
Research Objective:
To investigate the effect of extensive reading on second
year EFL students’ creative writing.

17. 2.3. The Research Design (Tools and
Procedure of Data Collection)

18. Participants
115 participants
76 Students for the
Experiment
4 Teachers for the
interview
35 Students for the
Questionnaire

19. Reasearch Design:
Experimental Research
Design
QualitativeQuantitative

20. Reasearch tools

21. Tools and Procedure of Data Collection

22. Students’ questionnaire
(10) items
multiple choice questions in seven items (1, 2, 3, 4, 5,
6, 9 and 10)
open-ended questions in two items (7 and 8)
Date: 13th of April 2016
Timing: 15 minutes
Informants: 35 randomly selected students

23. Teachers’ interview
(06) close-ended items (Questions 1, 2, 5, 7, 8 and 9) in order to state their views on
extensive reading and creative writing and how the former can effect on the latter.
(10) items
(04) open-ended questions (Questions 3, 4, 6 and 10) to allow the
participating teachers to explain and provide us with their teaching objectives
and methods
Date: the 4th, 5th, 7th and 8th of May 2016
Timing: 20 to 25 minutes
Informants: 4 Reading & writing teachers
3 interviews were made face to
face.
1 interview was made online via
Facebook.

24. Experiment
Pre-Test
Extensive
Reading
Programme
Post-Test
76 students
Experimental (35 students) + Control
Group (41 students)

25. Pre-test
 Creative writing test.
 Date: 19 April 2016.
 Timing: 1 h
 Informants: the experimental and the control group.
The students where asked to write about a given topic in no more than
500 words text.
No Dictionary

26. ERP (Extensive Reading Programme)
A set of four short stories on different topics to be read, followed by a comprehension
task( true/false, multiple choices) and a creative writing task. Along Four sessions.
Starting from: 19 April2016 until: 28th of
April 2016

27. Post-test
 Creative writing test
 Date: 3 May 2016
 Timing: 1 h
 Informants: Experimental and the control group.
The students where asked to write about a given topic in no more than
500 words text.
No Dictionary

28. The Curent Course Description
Analysis
 The objectives of analysing the syllabus of the current reading and writing
course at the English department were to check whether the syllabus
provides for the use of extensive reading and for training in creative
writing.

30. Introduction
3. 1 Data Treatment
3. 2 Data Presentation
3. 2. 1 The Students’ Questionnaire Data
3. 2. 2 Teachers’ Interview Data
3. 2. 3 The Experiment Data
3.2.3.1 The Pre-Test Data
3.2.3.2 The Post-Test Data
3.2.3.3 The Experimental Group’s Performance in the Creative Writing Tasks
3.2.3.4 Data from the pre and post-test of the students who responded to none of the creative writing tasks attached to
all texts or to some of them during the ERP
3.2.4 Data from the Analysis of the Current Reading and Writing Course at the English Department of Blida 2 University,
Algeria
Conclusion

31. 3.1 Data Treatment
3.2 Data presentation

32. Figure 3: Students’ Assessment of their Writing Ability
Figure 2: Students’ Preferred Skill
Figure 6: The Students’ Response Whether the Vocabulary acquired in Class is enough to improve Writing
The students’ Questionnare Data

33. 100% 100%
86% 80%
49%
29%
46% 37%
Spelling mistakes
Grammar mistakes
loss of ideas
lack of vocabulary
understanding the instructions
do not have a backround knowledge
not enough time
can not cover the message of the writing properly
Figure 7: The main difficulties that the students face when writing 11%
94%
83%
77%
66%
23%
54%
6%
14%
26%
6%
learn the language
improve writing
get new backgroundknowledge
acquire new vocabulary
enhance writing style
improves speaking
increase understanding
be more confident
Figure 8: The advantages of extensive reading according to the students

34. Figure 10: How Extensive Reading Improves Creative Writing

35.  Question 3: According to you, what are the main objectives of creative
written expression at this level (second year)?
Teacher2: “Developing learners' grammar and vocabulary, make
learning enjoyable for learners by enlisting them as active task
participants. (When you give them the freedom to choose their own topics).
. . It also aims to increase learners' motivation by promoting cooperation
among the learners (Pair work or collaborative work) and to increase self
confidence and self esteem in learners.”
 Question 5: Does extensive reading contribute to the development of the
students’ creative writing skill?
3 teachers out of 4 teachers said they “strongly agree” that extensive
reading contributes to the development of the students’ creative writing and
1 teacher said that he was “agree”.
The Teachers’ Interview Data

36.  Question 6: If you agree that extensive reading contributes to the development of
the students’ creative writing skill, could you explain how it does so?
Teacher 4: “… When reading extensively, students will discover some ways and
techniques of creative writing. It can also enrich their vocabulary, gives them the
chance to learn new sentence structures and the use of figurative language in
real-life context.”
 Question 4: What kind of creative writing do you do with your students? Or in
other words, what are the types of creative writing you are using in your class?
The types of creative writing that the teachers use in their classes are: Essays,
narrative paragraphs, short paragraphs, stories, poems, short stories, non-fiction
narration, and personal narrations.

37. 14%
9%
50%
27%
14%
29%
57%
0%
A B C D
Experimental Group Control Group
Figure 11: The Experimental and the Control Group’s Grades in
the Pre-test Figure 12: The Experimental and the Control Group’s Grades in the Post-Test
The Experiment Data:
The Pre-test of the Experimental and the Control Group

38. Figure 14: the students’ grades in the creative writing tasks throughout the two
weeks of the extensive reading programme

39.  To explore different genres of academic writing and to help the students practice typical
academic writing tasks.
 Attempts to make them aware of reading and writing strategies.
 To prepare students for writing across the curriculum and to help them develop awareness
of their progress as readers and writers.
No mention of extensive reading, creativity or creative writing;
however, there is reference to narrative of personal experiences

41. Introduction
4.1 Limitations to the Study
4. 2 Interpretation of the Data
4.2.1 Extensive Reading in the English Department
4.2.2 Creative Writing in the English Department
4.2.3 Some Effects of Extensive Reading on EFL Learners’ Creative Writing
Conclusion

42. Limitations
 Time Constraints
 Students’ unwillingness to participate in the experiment
 The results cannot be generated because the participants ‘ number
is 115 participants.
 Some teachers did not agree to cooperate, because they
had to finish the program.

43. Extensive Reading in the English
Department
 It is absent in the course syllabus of second year EFL Students
 Both, the teachers and the students are aware of the importance of
extensive reading on EFL students’ creative writing.
 The majority of the students concider it as an important skill.

44. Creative Writning in the English
Department
 It is present in some of creative writing kinds, such as personal
experiences, and narrative paragraphs in the course Syllabus of second
year EFL Students.
 The students are not motivated to write (Teachers’ view)

45. Some Effects of Extensive Reading on
EFL students’ Creative
The Difficulties that the students face when
writing
The Problems that were obtained from the
experiment (by the researchers
Spelling mistakes Spelling mistakes
Grammar mistakes Grammar mistakes
Loss of ideas Unorganized ideas
Lack of vocabulary Lack of vocabulary
Problems understanding instructions Some of the students went out of the task
instruction
Unable to convey the message when writing Lack of creativity in writing
insufficient background knowledge Lack of background knowledge about the
topic
Time constrain
Not motivated to write
Table 1: The difficulties that the students face
when writing (from the students’ point of view
and the researchers’ observations in the
experiment) and the benefits of extensive
reading for creative writing (from the teachers’
and the students’ point of view)

46. The Effects of extensive reading on the
students’ creative writing (teachers’
opinions)
The Advantages of extensive reading
on the students’ creative writing
(students’ opinions)
Helps reduce spelling mistakes
Develops Grammar Helps reduce grammar mistakes
Organizes their way of expressing
thoughts
Learn to organize ideas
Enriches vocabulary Enriches vocabulary
Develops understanding
Makes them more creative in writing Makes writing creative
Provides them with a huge amount of
vocabulary
Gain new background knowledge
Increases their self-confidence Makes the students more self-confident
Improves speaking Improves speaking
Makes them motivated
Develops the students’ critical thinking Develops critical thinking
Table2: The benefits of extensive reading for creative writing
(from the teachers’ and the students’ point of view)

48.  Creating Reading cluds .
 Integrating an Extensive Reading programme and creative writing tasks to
the course syllabus of Second year EFL students.
 Making a creative writing rubric in order to assess the students creative
writings.
 Asign a pre-test iin creative writing at the begining of the acedemic year.
And a post test at the end of it.

49. É-Creader

50. GENERAL CONCLUSION