From Reading Comprehension to Creative Writing: An Activity-Oriented Framework for Aligning Text Analysis with Continuation Task Design in Secondary EFL Classrooms

Yuan Zhang

doi:10.54691/ndq28j86

Authors

Yuan Zhang

DOI:

https://doi.org/10.54691/ndq28j86

Keywords:

Activity-Oriented Framework; Text Analysis; Continuation Task Design; Reading Comprehension; Creative Writing; EFL Pedagogy.

Abstract

This research investigates the potential of an activity-oriented framework, integrating text analysis and continuation task design, to enhance reading comprehension and creative writing skills in secondary EFL classrooms. Addressing the existing gap in pedagogical approaches that often treat reading and writing as separate entities, the study proposes a structured methodology leveraging text analysis as a catalyst for creative writing activities. The framework draws upon principles of task-based language teaching and activity theory to foster learner engagement and meaningful practice. The study aims to develop and validate the framework, empirically examining its impact on EFL students' reading comprehension and creative writing abilities. It seeks to identify specific text analysis techniques and continuation task types that yield the most significant improvements. The expected outcomes include a validated framework, empirical evidence of its effectiveness, practical guidelines for EFL teachers, and enhanced student motivation in reading and writing. The research contributes a novel approach to EFL pedagogy by systematically linking text analysis to creative writing, providing a practical and engaging framework for improving both receptive and productive language skills. This framework offers a structured approach to bridge the gap between understanding texts and producing original written content, ultimately empowering EFL students to become more confident and proficient writers.

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