Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66749

EFL test preparation in China: The multidimensionality of the reading-writing relationship

File Size Format  
31 1 10125 66749 liu.pdf 373.33 kB Adobe PDF View/Open

Item Summary

Title:EFL test preparation in China: The multidimensionality of the reading-writing relationship
Authors:Liu, Huan
Brantmeier, Cindy
Strube, Michael
Keywords:FL reading-writing relationship
level of language instruction
genre
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.
URI:http://hdl.handle.net/10125/66749
ISSN:1539-0578
DOI:10125/66749
Volume:31
Issue/Number:1
Appears in Collections: Volume 31, No. 1


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.