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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
YU Wenqiang
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DOI:10.17265/2161-623X/2024.07.007
Guangxi University of Foreign Languages, Nanning, China
Traditionally, English reading and writing have been taught as two separate and independent subjects by some English teachers. Recent years, however, have seen a significant rise in teachers’ efforts to combine the teaching of English writing with reading nationwide. While consensus exists about the pivotal role of reading in writing effective essays, to what extent, and in what ways, reading activities can help strengthen students’ writing skills have yet to be identified. Many teachers and students are mindful that how well their pupils can write depends on how much they have read, but very few can strategically adopt this approach in their teaching of English writing in general in maximizing its positive effects. The purpose of this paper is to discuss the following two questions: To what extent, and in what ways can the “reading integration” approach benefit ESL students’ writing performance? What are the possible issues faced by students in writing an essay? In this study, 100 students from the authors’ online English writing workshop were selected. Their writing scores were observed and analyzed through the pre- and post-test essays using different strategies, namely the traditional approach and the read-to-write approach. A questionnaire was also elicited to learn about students’ attitudes toward English writing. The findings revealed a significant rise in participants’ writing quality as a result of greater exposure to reading. The results provide compelling evidence that reading has an indispensable role in second language learning, in this case, in boosting writing performance and motivating students to read extensively at the same time.
read-to-write approach, English writing, experiment, EFL learners
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