Abstract

The present study investigates the effects of Story-Continuation Writing Task on high students’ English writing performance and attitude. A total number of 74 senior one students were randomly assigned to a Story-Continuation Class and a Topic-Writing Class with receiving 12 weeks’ instructional treatment of SCWT and Topic-Writing Task respectively and using material specially developed for the study. A pre and post English writing test were utilized to measure the effect of learners’ English writing performance. Findings demonstrated that the Story-Continuation Writing Task was superior to Topic Writing Task as significant differences existed in the posttest with the Story-Continuation Class outperforming the Topic-Writing Class, indicating that the Story-Continuation Writing Task (SCWT) had a better facilitating impact on promoting senior students’ English writing competence. The application of Story-Continuation Writing Task as an integrated writing task for high school English writing pedagogy is considered.

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