Citation of “Explicit ESL/EFL Reading-writing Connection: An Issue to Explore in ESL/EFL Settings”

Annotation by Heather Faciane (2018)

Alghonaim, A. S. 2018. Explicit ESL/EFL reading-writing connection: An issue to explore in ESL/EFL settings. Theory and Practice in Language Studies, 8(4), 385-392. doi: 10.17507/tpls.0804.04

Article Summary

In this article, Alghonaim assert that integrating reading into L2 writing instruction can be beneficial to L2 writing improvement. Despite the great amount of research on the reading-writing connection in L1 writing instruction, Alghonaim points out that there is a lack of research that applies to L2 writing. Throughout the article, the author describes his own experiences as an EFL student and also incorporates whole language, cognitive theory, as well as other theories to prove the value of reading in helping L2 writers improve. He also shows that there is a connection between reading and writing in the areas of meaning, language, and instruction. According to Alghonaim, reading can help L2 writers improve their organization, content, vocabulary, and motivation. Alghonaim concludes the article by asserting the need for teacher training so that teachers are prepared to effectively integrate reading into their writing instruction.

Article Assessment

Overall, this article effectively introduces readers to the issue of connecting reading to writing in L2 contexts. Acknowledging that this issue has recently come to the forefront, the author presents opportunities for further study on the topic. While Alghonaim does make valid points concerning the efficacy of reading integration in L2 writing instruction, he does not cite much from current research and theories. Instead, he relies on older research from authors such as Krashen and Kroll.  Although the lack of current research probably occurs because the topic has not been widely discussed in recent years, it could potentially hinder the credibility of the article. Despite this issue, Alghonaim’s article raises and important issue that deserves further research and discussion.

Key Article Quotation

On how reading contributes to writing

“Thus, according to the cognitive approach, when learners prepare themselves to write through reading, they will be able to turn vocabulary from short-term to long-term memory. This happens because they read, encounter words in context, examine these words they want to use, and use them in their writing” (p. 389).