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The effects of writing as a pre- speaking activity on the college students’ speaking performance

The purpose of this study was to investigate the effects of writing activity on the learner’s speaking skills. Speaking and writing have many commonalities as productive skills. However, there has not been much research on the relationship between the two skills. In order to fill the research gap, an in-depth qualitative study was conducted with eight university students over twenty classes for eight weeks. The participants were divided into two groups: writing and speaking group and speaking-only group. The study specifically explored any difference in improvements in speaking performance and any qualitative change in discussion and speech activity between the two groups over the period. Both groups took the pre- and post-speaking tasks, and their discussion and speech activities were all recorded and transcribed for analysis. The results of the study show that writing has a positive effect on speaking performance in terms of accuracy and fluency, and there was a qualitative difference in the two groups’ speaking performance over time