Connecting Reading and Writing: A Case Study

Li, Zhanfang

doi:10.5539/elt.v8n6p150

Cited by 7 publications

(7 citation statements)

References 23 publications

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“…Two of the participants in the previous study (Li, 2015) are the subjects of this research. The research lasts for 16 months (August, 2014-December, 2015.…”

Section: Participantsmentioning

confidence: 99%

“…This model can be best used in the intensive reading class (Li, 2014). By analyzing the students' writing pieces after reading and their written introspections on their own writing processes, Li (2015) finds that journal writing helps the university students gain a better understanding of the source text, gives them a chance to review the text, cultivates their critical thinking abilities, and guarantees them a special opportunity to communicate with the teacher. Besides Reading-to-write, continuation task (writing the ending of the reading material) also proves to be an effective way (Wang, 2012).…”

Section: Introductionmentioning

confidence: 99%

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A Case Study of Two College Students’ Reading Strategies and Their Writing Styles

2016

JAH

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<p>The importance of integrating reading and writing has aroused many people’s interest, and how to bridge the gap between input (reading) and output (writing) is regarded as an urgent necessity. However, input does not equal to intake, and to achieve the stage of intake, the reader’s conscious attention to the input is necessary, which is commonly realized in the reading process, either by intensive reading (focus-on-form) or extensive reading (focus-on-meaning). Previous studies put more emphasis on extensive reading, while this study is based on the assumed different effects of reading strategies upon writing styles, that is, intensive reading may guarantee accurate writing and extensive reading may promote fluent writing. Therefore the relationship between two college students’ reading strategies and writing styles is the focus of this study. The research lasts for 16 months (August, 2014 - December, 2015), during which all their journal writing pieces, their term papers, together with their compositions in the final exams, are used as the written data, while materials concerned with their reading strategies are collected by a questionnaire, two interviews, as well as their written self-reflections. Results show that extensive reading with a subconscious focus-on-meaning tends to enhance the fluency of writing while intensive reading with a conscious focus-on-form is more likely to promote the writing accuracy. Findings suggest that production is based on intake, which is the result of either the subconscious or conscious attention to both the language meaning and language form. </p>

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“…Two of the participants in the previous study (Li, 2015) are the subjects of this research. The research lasts for 16 months (August, 2014-December, 2015.…”

Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Case Study of Two College Students’ Reading Strategies and Their Writing Styles

2016

JAH

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“…Moreover, there have been some studies conducted dealing with reading habit and writing skill. Li (2015) in her case study revealed that reading and writing are connected to each other. The reading materials are proven to help the learners to generate ideas and information to their written work.…”

Section: Introductionmentioning

confidence: 97%

The Influence of Reading Habit on Students’ Writing Skill

Linuwih

Winardi

2020

AGXN

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This research aims to investigate the reading habit quality of EFL learners at Widya Kartika University, Surabaya and to find out the influence of reading habit towards students’ writing skill. This is a quantitative ex-post facto study since it examines how the independent variable (reading habit) that has existed affects the dependent variable (writing skill) and the result is in the form of numbers. Sixty two students of Widya Kartika University were selected as the subject of this study. The instruments used in this study were (1) a reading habit questionnaire, to measure the quality of students’ reading habit and (2) a writing test, to examine the students’ writing skill and how it is influenced by reading habit. The results showed that the students’ reading habit quality was fair. Meanwhile, the analysis of Simple Linear Regression concluded that reading habit influences students’ writing skill. Moreover, one of the writing components that was mostly influenced by the reading habit was the content.

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“…In fact, this branch of scholarship seems to be continuously researched on. Among its main arguments is the interconnection between the two skills (Moran & Billen, 2014;Li, 2015;Li, 2016;Arum, 2018;Linuwih & Winardi, 2020). In fact, better authors read more than poor writers since reading functions as an invaluable resource (Al Raqqad et al, 2019) and better readers write more syntactically developed language.…”

Section: Writing In Malaysia and Its Incorporation With Reading Skillsmentioning

confidence: 99%

Incorporating Reading in Writing Classes and Its Effects on ESL Learners’ Writing

Emak¹,

Ismail²

2021

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This study investigated how incorporating reading activities in writing classes can help secondary school students develop their writing skills. The study was conducted using samples selected conveniently which involved 30 Form Four and Five students from one of the local secondary schools in Kapit, Sarawak. This study examined specifically on the effects of engaging reading activities in writing classes on their writing performance. This qualitative study examined how incorporating reading activities into writing classes can influence students' writing results. Data was collected from a semi-structured interview and a pre-and post-test experimental research based on writing tests that were graded using the Common European Framework Reference (CEFR) writing marking scheme. The result was analysed using descriptive statistic to find the mean and standard deviation of both pre and post-test. Findings showed that incorporating reading activities into writing tasks during English language class increased the respondents' writing output significantly. The results of this study are hoped to assist English as Second Language (ESL) students and teachers in recognising the importance of reading activities in writing classes as an effort to improve writing performance.

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Connecting Reading and Writing: A Case Study

Cited by 7 publications

References 23 publications

A Case Study of Two College Students’ Reading Strategies and Their Writing Styles

A Case Study of Two College Students’ Reading Strategies and Their Writing Styles

The Influence of Reading Habit on Students’ Writing Skill

Incorporating Reading in Writing Classes and Its Effects on ESL Learners’ Writing

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