The variety of activities and techniques suggested for improving the writing skill shows that EFL/ESL learners need scaffolding to gain mastery over it. The present study employed the reader-response approach to provide the assistance EFL learners require for writing argumentative essays. Five upper-intermediate EFL learners in a private class participated in the qualitative case study. The participants were not selected from the fields related to the English language and did not have any previous instruction on literary texts. During the treatment that took 20 sessions, each session 2 h, the participants read five short stories. Different classroom activities were used as sources of information, which helped the researcher to collect the required data. The classroom activities consisted of group discussions, writing tasks, and responses to the short stories that helped the learners to reflect on the short stories. Think-aloud protocols helped the researcher to learn about the participants’ mental processes during writing. The semi-structured interviews provided the researcher with the information necessary for a deeper understanding of the efficacy of the classroom procedure. As the results of the study showed, successful writing requires manipulation of meta-cognitive strategies and thought-provoking activities. Although the findings of the study cannot be generalized, they can inspire EFL/ESL teachers and material developers to seek a variety of procedures in their approaches to teaching writing.

中文翻译：

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通过读者回应的方法进行论证性文章写作的案例研究

为提高写作技巧而提出的各种活动和技巧表明，EFL / ESL学习者需要脚手架来掌握它。本研究采用了读者回应方法，为英语学习者提供撰写论证论文所需的帮助。私人班级的五名中高级英语学习者参加了定性案例研究。参与者不是从与英语相关的领域中选出的，并且以前没有任何关于文学文本的指导。在进行了20次疗程的治疗过程中，每疗程2小时，参与者阅读了五个短篇小说。不同的课堂活动被用作信息来源，这有助于研究人员收集所需的数据。课堂活动包括小组讨论，写作任务，以及对短篇小说的回应，帮助学习者反思短篇小说。思维方式协议可帮助研究人员在写作过程中了解参与者的心理过程。半结构化访谈为研究人员提供了必要的信息，以加深对课堂过程功效的理解。研究结果表明，成功的写作需要操纵元认知策略和发人深省的活动。尽管研究结果不能一概而论，但可以激发EFL / ESL教师和材料开发人员在他们的写作教学方法中寻求各种程序。思维方式协议可帮助研究人员在写作过程中了解参与者的心理过程。半结构化访谈为研究人员提供了必要的信息，以加深对课堂过程功效的理解。研究结果表明，成功的写作需要操纵元认知策略和发人深省的活动。尽管研究结果不能一概而论，但可以激发EFL / ESL教师和材料开发人员在他们的写作教学方法中寻求各种程序。思维方式协议可帮助研究人员在写作过程中了解参与者的心理过程。半结构化访谈为研究人员提供了必要的信息，以加深对课堂过程功效的理解。研究结果表明，成功的写作需要操纵元认知策略和发人深省的活动。尽管研究结果不能一概而论，但可以激发EFL / ESL教师和材料开发人员在他们的写作教学方法中寻求各种程序。成功的写作需要操纵元认知策略和发人深省的活动。尽管研究结果不能一概而论，但可以激发EFL / ESL教师和材料开发人员在他们的写作教学方法中寻求各种程序。成功的写作需要操纵元认知策略和发人深省的活动。尽管研究结果不能一概而论，但可以激发EFL / ESL教师和材料开发人员在他们的写作教学方法中寻求各种程序。