Integrating the Reading-Writing Skills as an Approach to Teaching Writing to Yemeni Students at a University Level

Abstract

The present study aims at teaching writing by integrating reading and writing for developing writing skills through using a “reading-to-write method” in comparison with the traditional methods of teaching writing. To accomplish the mission, a quasi-experimental research design was adopted. Tools comprised a survey questionnaire and a pre-post test in essay writing. The sample involved two groups of the third-level students of English in the Faculty of Education- University of Aden. The experimental group was taught by a reading-to-write method, whereas the control group was taught by the traditional way of teaching without any additional treatment or extra reading materials. The results showed that all the candidates perceive the importance of integrating reading and writing in developing writing skills and that the students encounter difficulties in writing coherent texts in English. The results also showed that there were significant variations between the control and the experimental groups’ writing performance after treatment in the five aspects of writing in favor of the experimental group. Keywords: Reading-writing integration, schemata, EFL writing.