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EFL test preparation in China: The multidimensionality of the reading-writing relationship
|Title:||EFL test preparation in China: The multidimensionality of the reading-writing relationship|
|Keywords:||FL reading-writing relationship|
level of language instruction
integrated reading and writing instruction
EFL test preparation
|Date Issued:||Apr 2019|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Center for Language & Technology
|Abstract:||Recent research on the relationship between reading and writing in foreign language (FL) context is limited. However, an examination of the issue is critical for FL literacy curriculum design. The present study, contextualized in an English as a foreign language (EFL) test preparation program in China, explores the reading-writing relationship by examining two factors important for FL literacy acquisition: genre and level of language instruction. Findings revealed that level of instruction significantly moderated the relationship between reading and persuasive writing, but not descriptive writing. Regardless of level of language instruction, reading comprehension was a significant predictor of descriptive writing performance. A discussion of a curriculum that views reading and writing as complementary dimensions of language learning is offered.|
|Appears in Collections:||
Volume 31, No. 1|
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