Exploring and modeling the reading-writing connection in EFL integrated writing

Area of Science:

• Applied Linguistics
• Educational Psychology
• Second Language Acquisition

Background:

• Reading-to-write tasks are prevalent in high-stakes English as a Foreign Language (EFL) assessments.
• The cognitive processes underlying the reading-writing connection in EFL contexts require further elucidation.
• Understanding these processes is crucial for improving integrated writing skills.

Purpose of the Study:

• To investigate the cognitive processes involved in EFL reading-to-write tasks.
• To identify interaction patterns between reading and writing processes.
• To determine the relationship between specific cognitive factors and overall writing skill integration.

Main Methods:

• Mixed-methods approach combining qualitative and quantitative data.
• Grounded theory analysis of think-aloud protocols from 14 EFL learners.
• Confirmatory factor analysis of questionnaire data from 486 EFL learners on five cognitive factors.

Main Results:

• Interactive composing processes identified, including source reading, comprehension monitoring, planning, and continuity evaluation.
• Reading monitoring was the sole significant predictor of skill integration (discourse synthesizing and source using).
• Other factors like narration monitoring and ideational planning did not show direct significant impact on skill integration.

Conclusions:

• Reading monitoring plays a critical role in EFL learners' ability to integrate source material effectively in writing.
• Pedagogical implications suggest enhancing reading instruction and incorporating explicit 'source using' assessment criteria.
• Further research is recommended on the interplay of reading, writing, and language use for integrated writing proficiency.