Developing Skills For Transforming Information From Reading Into Written Form Among Grade 10–11 Efl Learners

Abstract

The ability to transform information obtained from a written text into an independent written response is an important component of effective foreign language learning. However, upper-secondary EFL learners often experience difficulties when they are required to move beyond reading comprehension and use information from a source to construct their own written text. They may understand the general meaning of a passage but struggle to identify relevant information, distinguish essential ideas from supporting details, reorganise information and express it independently. This article examines a methodological approach to developing Grade 10–11 learners’ ability to process information from reading and reproduce it in written form. The proposed approach combines information selection, interpretation, restructuring and written production rather than treating reading and writing as separate classroom activities. A sequence of source-based tasks is presented, including information extraction, selective note-taking, paraphrasing, information transfer, synthesis and independent writing. Particular attention is given to the gradual reduction of textual support, as learners move from reproducing selected information to reorganising and integrating it into an original written response. The article also discusses the role of lexical and grammatical resources, genre awareness and revision in this process. The approach can be incorporated into upper-secondary English lessons and adapted to different text types and curriculum topics.