References
- T. Huckin, & J. Coady. (1999). Incidental vocabulary acquisition in a second language: a review. Studies in Second Language Acquisition, 21, 181-193. https://doi.org/10.1017/S0272263199002028
- M. S. L. Swanborn, & K. de Glopper. (2002). The impact of reading purpose on incidental word learning from context. Language Learning, 52, 95-117. https://doi.org/10.1111/1467-9922.00178
- K. A. Zwaan. (1994). Effect of genre expectations on text comprehension. Journal of Experimental Learning, Memory and Cognition, 20, 920-933.
- K. M. Zabrucky & D. Moore. (1999). Influence of text genre on adult's monitoring of understanding and recall. Educational Gerontology, 25, 691-710. https://doi.org/10.1080/036012799267440
- B. M. Taylor & R. W. Beach. (1984). The effects of text structure instruction on middle-grade students' comprehension and of expository text. Reading Research Quarterly, 19, 134-146. https://doi.org/10.2307/747358
- D. Gardner. (2004) Vocabulary Input through extensive reading; A comparison of words found in children's comprehension narrative and expository material. Applied Linguistics, 25, 1-37. https://doi.org/10.1093/applin/25.1.1
- N. Schmit. (2008). Review an article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
- J. Hustin & B. Laufer. (2001). Incidental vocabulary acquisition in a second language; The construct of task-Induced involvement. Applied Linguistic, 22(1), 1-26. https://doi.org/10.1093/applin/22.1.1
- S. M. Livingstone. (1994). The rise and fall of audience research: An old story with a new ending. In M. R. Levy., M. Gwevitch(Eds.), Defing media studies; Reflections on the future of the field (PP. 54-247), New York; Oxford University Press.
- M. B. Wolfe & J. A. Mienko. (2007). Learning and memory of factual content from narrative and expository text. British Journal of Educational Psychology, 77, 541-564. DOI : 10.1348/000709906X143902
- Z. Zainal & S. H. B. H. Husin. (2011). A Study on the effects of reading on writing performance among faculty of civil engineering students.
- M. Alqadi & H. Alqadi. (2013). The Effect of Extensive Reading on Developing the Grammatical Accuracy of the EFL Freshmen at Al Al-Bayt University. Journal of Education and Practice, 4(6), 106-113.
- A. Alkhawaldeh. (2011). The effect of EFL reading comprehension on writing achievement among Jordanian English grade students. European Journal of Scientific Research, 66(33), 352-365.
- R. Day & J. Bamford. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136-141.
- J. S. Hedgcock & D. R. Ferris. (2009). Teaching readers of English: Students, texts, and contexts. New York, NY: Rutledge/Taylor & Francis.
- A. C. Graesser, A. C. Olde & B. Klettke, (2011). How does the.mind construct and represent stories. In M. Green, J. Strange, & T. Brock, Narrative Impact (pp. 1-51), Mahwah, NJ : Erbaum.
- J. M. Dewaele & M. Alfawzan. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-45. https://doi.org/10.14746/ssllt.2018.8.1.2
- T. Rosli. (1995). Teaching Literature in ESL. the Malaysian center, Kuala Lumpur, Pinerbit University, Malaysia.
- N. Hu, (2019). The Effect of Bibliotherapy on Emotion Regulation Competence and Language Learning Outcomes. Global Creative Leader, 9(3), 1-27. https://doi.org/10.34226/gcl.2019.9.3.1
- Z. Alidib (2004). The effects of text genre on foreign language reading comprehension of college elementary and intermediate readers of French, The Ohio State University.
- W. Grabe. (2001). Reading-writing Relations: Theoretical Perspectives and Institutional Practices. In D. Belcher & A. Hirvela (Eds.). Linking Literacies: Perspective on L2 Reading and Writing Connections (pp. 15-47), Ann Arbor: University of Michigan Press.
- Y. Kim & H. Yoon. (2014). The use of L1 as a Writing Strategy in L2 Writing Tasks. GEMA Online Journal of Language Studies, 14(3), 33-50. https://doi.org/10.17576/GEMA-2014-1403-03
- S. Abd Rahim, P. Jaganathan & T. S. Tenku Mahadi. (2016). An Investigation on the Effects of Writing Anxiety on Readiness of Writing among Low Proficiency Undergraduates. International Journal of Language Education and Applied Linguistics (IJLEAL), 5, 11-20.
- G. G. Astika. (1993). Analytical Assessments of Foreign Students' Writing. RELC Journal. 24(1), 61-70. https://doi.org/10.1177/003368829302400104
- L. Leki & J. G. Carson. (1994). Students's Perceptions of EAP Writing Instruction and Wring Needs Across the Disciplines. TESOL Quarterly, 28(1), 81-101. https://doi.org/10.2307/3587199
- W. A. Renandya, (2007). The Power of Extensive Reading. RELC Journal, 38(2), 132-149. https://doi.org/10.1177/0033688207079578
- W. K. Tsang. (1996). Comparing the Effects of Reading and Writing on Writing Performance. Applied Linguistics, 17(20), 210-233. https://doi.org/10.1093/applin/17.2.210
- S. Krashen. (1977). Some Issues Relating to the Monitor Model. On TESOL, 77, 144-158.
- M. Stinnett. (2013). Research in Reading. Illinois Reading Council Journal, 42(13), 69-72.
- P. T. Willingham. (2004). Ask the Cognitive Scientists the Privileged Status of Story. American Educator, 28, 43-45.
- R. Erlam & R. Eliis. (2018). Taskk-based language teaching for beginner-level learners of L2 French: An exploratory Study. The Canadian Modern Language Review, 74(1), 1-26. DOI: 10.3138/cmlr.3831
- R. Ellis. (2019). Towards a modular language curriculum for using tasks. Language Teaching Research, 23(4), 454-475. DOI : 10.1177/1362168818765315