Abstract
Drawing on previous studies on the relationship between speaking and writing modalities, this paper provides a critical synthesis of theoretical and empirical research on the interconnections between the two versions. Along with this, this systematic review shows that research on the issue at hand has been classified under three main categories: a) speaking effect on writing; b) writing effect on speaking, and c) correlation between speaking and writing. While experimental research has emphasized the impact of speaking and writing on each other, correlational endeavors have been much concerned with the symmetrical, reciprocal, and predictive connections between these two interrelated domains. Overall, the current review suggests that learning a second or foreign language could be enhanced by complementing speaking tasks by writing ones and vice versa. In this case, speaking could be taught along with writing to allow students to transfer their skillfulness from one to the other.
Highlights
Speaking and writing, as productive skills, are thought to play a central role in language development (e.g., Izumi, 2002; Mackey, 2002; Swain, 1985, 1995)
Drawing on previous studies on the relationship between speaking and writing modalities, this paper provides a critical synthesis of theoretical and empirical research on the interconnections between the two versions
The results reveal a strong positive correlation in terms of measures of syntactic maturity; mean T-Unit length (MTUL) showed the strongest correlation with a correlation coefficient (r = .85) followed by dependent clauses per clause (DC/C) (r = .75), %EFTU (r = .72), subordination ratio (SR) (r = .71), mean clause length (MCL) (r = .67) and mean error-free T-Unit length (MEFTUL) (r = .67)
Summary
As productive skills, are thought to play a central role in language development (e.g., Izumi, 2002; Mackey, 2002; Swain, 1985, 1995). According to Hubert (2013), studies have not directly investigated the relationship between the development of speaking and writing proficiencies among foreign language learners despite the constraints that students face in both versions (Akki & Larouz, 2020; Gatcho & Ramos, 2020). Afterwards, these alarms have led researchers to examine the connections between speaking and writing. The present paper is meant to review the previous theoretical and empirical studies on the issue at hand
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