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The contribution of free reading to students’ writing proficiency in EFL
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Published:
Dec 1, 2016
Updated:
2016-12-01
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Abstract
Many factors contribute to students’ writing proficiency. This paper intends to find out whether free reading is one of them. A group of Romanian students of English as a foreign language has been tested for their amount of free reading and writing proficiency. Students’ scores on the two tasks have been compared by calculating the Pearson’s product-moment correlation coefficient. The degree of covariance obtained is quite weak, showing no significant relationship between free reading and writing proficiency. However, the coefficients of all the variables observed are higher than zero, which can imply that reading is important in acquiring a (foreign) language. The paper concludes by suggesting possible ways for EFL teachers to stimulate students’ interest in free reading.
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Keywords: English as a foreign language; free reading; writing proficiency;Â
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Stoian, C. E. (2016). The contribution of free reading to students’ writing proficiency in EFL. Global Journal of Foreign Language Teaching, 6(2), 93–103. https://doi.org/10.18844/gjflt.v6i2.988
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References
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Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation 61(6), 700-712.
Mangubhai, F. (2001). Book floods and comprehensible input floods: Providing ideal conditions for second language acquisition. International Journal of Educational Research 35(2), 147-156.
MartÃn Úriz, A., & Whittaker, R. (2004). Knowledge of genre and writing quality. In M. Toyota & J. Noguchi (Eds.), Speech, writing and context: Interdisciplinary perspectives (pp. 34-45). Osaka: Intercultural Research Institute Kansai Gaidai.
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher Online 21(5), 13-16.
Noor, N. M. (2011). Reading habits and preferences of EFL post graduates: A case study. Indonesian Journal of Applied Linguistics 1(1), 1-9.
Prowse, P. (n.d.). What is the secret of extensive reading?. Retrived December 10, 2015 from http://www.cambridge.org/elt/readers/prowse1.htm.
Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language 19(1), 1-18.
Brown, J. D. (1988). Understanding research in second language learning. Cambridge: CUP.
Elley, W. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning 41, 375-411.
Elley, W., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly 19, 53-67.
Excel Easy. (n.d.). Correlation. Retrived December 20, 2015 from http://www.excel-easy.com/examples/correlation.html.
Fisher, R. A., & Yates, F. (1963). Statistical tables for biological, agricultural and medical research. London: Longman.
Gradman, H., & Hanania, E. (1991). Language learning background factors and ESL proficiency. Modern Language Journal 75(1), 39-51.
Krashen, S. (1984). Writing: Research, theory and applications. Beverly Hills: Laredo.
Krashen, S. (2004a). Applying the Comprehension Hypothesis: Some suggestions. International Journal of Language Teaching, 1, 21-29.
Krashen, S. (2004b). Free voluntary reading: New research, applications, and controversies. Paper presented at the RELC conference, Singapore, April. Retrived October 10, 2015 from http://www.sdkrashen.com/content/articles/singapore.pdf.
Krashen, S. (2004c). The power of reading: Insights from the research (2nd ed.). Englewood: Libraries Unlimited.
Krashen, S. (2006). Free reading. School Library Journal. Retrived from http://www.slj.com/2006/09/literacy/free-reading/.
Krashen, S., & Lee, S-Y. (2004). Competence in foreign language writing: Progress and lacunae. Literacy across Cultures 12(2), 10-14.
Lee, S-Y. (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Language Learning 55(2), 335–374.
Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation 61(6), 700-712.
Mangubhai, F. (2001). Book floods and comprehensible input floods: Providing ideal conditions for second language acquisition. International Journal of Educational Research 35(2), 147-156.
MartÃn Úriz, A., & Whittaker, R. (2004). Knowledge of genre and writing quality. In M. Toyota & J. Noguchi (Eds.), Speech, writing and context: Interdisciplinary perspectives (pp. 34-45). Osaka: Intercultural Research Institute Kansai Gaidai.
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher Online 21(5), 13-16.
Noor, N. M. (2011). Reading habits and preferences of EFL post graduates: A case study. Indonesian Journal of Applied Linguistics 1(1), 1-9.
Prowse, P. (n.d.). What is the secret of extensive reading?. Retrived December 10, 2015 from http://www.cambridge.org/elt/readers/prowse1.htm.
Takase, A. (2007). Japanese high school students’ motivation for extensive L2 reading. Reading in a Foreign Language 19(1), 1-18.