Exploring the Reading-Writing Relationship in NES and EFL Students

Abstract

A study investigated the relationship between reading and writing skills and their development in both native English-speakers (NES) and learners of English as a foreign language (EFL). Subjects were 150 NES students, English majors in American universities, and 150 EFL students enrolled in schools of education at four Egyptian universities. Data were gathered using standardized reading comprehension and writing tests designed for either native speakers or non-native speakers of English. Results indicate a statistically significant positive correlation between NES students' reading and writing scores, but no statistically significant correlation for EFL students. It is suggested that this difference between the two groups may be due to teaching methods of NES and EFL teachers, differences in language proficiency levels, or language use outside the classroom. Implications for instruction include the need for more integrated instruction of reading and writing, simultaneous teaching of reading and writing from the beginning of language instruction, better preparation of English teachers to read like writers and write like readers, and understanding of the gaps between receptive and productive skills.