Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635768
Title: An investigation of the interrelationship between the reading and writing performance of intermediate level EFL students
Author: Alsayed, M.
Awarding Body: University College of Swansea
Current Institution: Swansea University
Date of Award: 1991
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Abstract:
The main focus of the present research is the inter-relationship between the performance of intermediate level EFL students in a reading comprehension test and a writing test. A correlational analysis was carried out and results displayed a significantly high correlation (above .7) between the reading and writing scores of the 72 subjects investigated. This high correlation suggests that these two skills are systematically related and knowledge of one is a valid predictor of the other. Pedagogically, the study stresses the importance of integrating reading and writing activities in the EFL classroom. Some exercises and techniques are recommended for this task. The research also postulates that while intermediate level EFL students are to some extent aware of their writing difficulties, they are not realistic or aware of their reading problems. As this may be due to lack of insufficiency of feedback provided by the teachers, suggestions are presented as to how feedback may be provided to help improve students' awareness of their reading problems and consequently improve their EFL reading ability. Another result of the study concerns the validity of four commonly used techniques for testing EFL reading comprehension. Open-ended questions, re-arrangement items, cloze procedure and multiple choice items correlated highly above (.5) with the total mark of the reading comprehension test. All techniques also displayed a significantly high correlation with the composition test except for multiple choice items which showed a significantly low correlation of (.3). This sheds some doubt on the usefulness of multiple choice exercise in the EFL writing class, and suggests that the other three techniques (cloze, open-ended questions, re-arrangement items) are useful exercises for developing and testing EFL reading and writing abilities.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.635768  DOI: Not available
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