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

ABSTRACT: Reading-to-write tasks have increasingly been used in high-stakes language tests worldwide; however, the nature of the reading-writing connection is not well understood. This study utilized a mixed-methods approach to ground descriptions of EFL cognitive processes and identify process interaction patterns to determine how reading and writing were connected. Grounded theory analysis of fourteen EFL learners' writing think-aloud protocols showed that students engaged in an interactive composing process involving source reading, comprehension monitoring, planning, language monitoring, narration monitoring, and continuity evaluation. We also conducted a confirmatory factor model study on 486 EFL learners' responses to a self-developed writing questionnaire, which covered five factors, includin

SUBMITTER: Ye W 

PROVIDER: S-EPMC10355151 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature