Incorporating Reading in Writing Classes and Its Effects on ESL Learners’ Writing

Abstract

This study investigated how incorporating reading activities in writing classes can help secondary school students develop their writing skills. The study was conducted using samples selected conveniently which involved 30 Form Four and Five students from one of the local secondary schools in Kapit, Sarawak. This study examined specifically on the effects of engaging reading activities in writing classes on their writing performance. This qualitative study examined how incorporating reading activities into writing classes can influence students' writing results. Data was collected from a semi-structured interview and a pre-and post-test experimental research based on writing tests that were graded using the Common European Framework Reference (CEFR) writing marking scheme. The result was analysed using descriptive statistic to find the mean and standard deviation of both pre and post-test. Findings showed that incorporating reading activities into writing tasks during English language class increased the respondents' writing output significantly. The results of this study are hoped to assist English as Second Language (ESL) students and teachers in recognising the importance of reading activities in writing classes as an effort to improve writing performance.

The Needs Analysis of ESL Learners’ Expository Writing Challenges: Perspectives of ESL Teachers

“…Apart from that, the use of wider range of vocabuary in their writing might be hampered by inadequate exposure to these aspects in both reading and writing experiences. Intergrating these two skills could enhance learners' writing by exposing them to different texts (Anaktototy, 2023;Emak & Ismail, 2021). Furthermore, providing lowproficiency learners with quality reading materials acting as sample writings could expose learners with good language, writing strategies and better esseay development and organsation (Piamsai, 2020).…”

“…This emphasis hindered the overall content development, which resulted the written text to lack depth and coherence (Ismail & Sabil, 2029;Rizaldi et al, 2020). Moreover, the importance of integrating reading and writing skills to improve writing proficiency among ESL learners is emphasised in several studies (Piamsai, 2020;Emak &Ismail, 2021;Anaktototy, 2023). To elaborate, poor reading habits (Andersen et al, 2018) has caused ESL learners to have limited knowledge on the topics discussed and further impede their ability to elaborate their points in writing, which later contribute to difficulties in developing well-elaborated paragraphs (Jagajah, et al, 2019;Fernando, 2020).…”

Implementing HIP Reading Activities and the Enhancement of Reading Skills in Malaysian Secondary Schools: A Literature Review

“…Firstly, by including this programme in the classroom learning experience, students will be able to engage in authentic and meaningful reading experiences which could be relevant to their lives. Emak and Ismail (2021) noted that incorporating reading activities in English Language lessons would help students to get a better learning experience. This was shown in a study conducted by the researcher which resulted in improved reading comprehension, vocabulary acquisition and critical thinking skills among the learners when reading activities are implemented in the classroom.…”

Identifying Problems in Writing among Year 2 Pupils in a Malaysian Primary School

“…Writing is regarded as one of the toughest language skills learners are expected to excel in (Majid, Stapa & Keong, 2015) since it prompts intellectual growth. Learners with writing problems may grapple with one or more components of the writing process, including proper grammar, norms, punctuation, capitalization, spelling, and some of the basic parts of writing (Emak & Ismail, 2021). The importance of writing should be emphasized since primary school as it allows the learners to disclose their ideas better.…”