The Effect of Extensive Reading Program on Kurdish EFL Learners’ Writing Performance

Reading and writing skills have vital roles in foreign language teaching and learning. The aim of this study is to investigate the effect of implementing reading and writing for EFL learners. The five-month study emphasize on the effect of extensive reading (ER) on writing performance for 1st year EFL Kurdish students in GASHA institute. Pre-test and posttest implemented by the Jacobs, Zingraf, Wormoth, Hartfield, and Hughey (1981) measurement of writing, including content, organization, language use, and mechanics. To gain the aim of the study, 64 students has randomly assigned to the test, 32 students were chosen for the experimental group and 32 students were assigned to the control group. The researchers collected and assessed the data using a sample t-test to measure the effect of the implemented ER program. The findings demonstrated that the experimental group outperformed the control group as it was treated by the researchers and significant differences were seen in gains of their writing skill but in return the control group was treated by the regular teaching of English teachers without giving ER materials.