Redesigned Close Reading: An Integrated Approach to Improving the Writing of Chinese Learners

The study investigated the effects of close reading and writing among 13 Chinese English as a foreign language (EFL) learners over an 11-week course. The course was designed to focus on multiple close readings for writing summaries, craft writing, and writing planning. The results of standardised reading and writing tests were used to quantitatively analyse the data using a paired sample t-test. The results indicated a statistically significant improvement in English learners’ writing and demonstrated a relationship between reading and writing after the learners participated in the course. Subsequently, qualitative data from semi-structured interviews were thematically analysed. Learners reported the benefits of repeated reading and annotating to written summaries, different reading purposes for developing writing skills, and the practice of after close reading discussions for writing planning and promoting independent writing. Therefore, our findings suggest that the implementation of redesigned close reading can be used to improve Chinese EFL learners’ writing.