THE IMPACT OF INTEGRATED READING–WRITING TASKS ON EFL SECONDARY SCHOOL STUDENTS’ ACADEMIC LITERACY
Abstract
Although the interdependence of reading and writing has been theoretically emphasized in second language education, empirical research examining integrated instruction at the secondary school level remains underdeveloped. This study explores the effects of integrated reading–writing tasks on the development of academic literacy among EFL secondary school students. A quasi-experimental design was implemented with 10th and 11th grade learners in public schools, where the experimental group was taught through systematically integrated reading and writing activities, while the control group received conventional skill-separated instruction. Data were obtained from pre- and post-instruction assessments of reading comprehension and academic writing, complemented by classroom observations and learner reflections. The quantitative analysis demonstrated statistically significant gains in both reading and writing performance for students exposed to integrated instruction. Qualitative evidence further revealed improvements in learners’ ability to construct meaning from texts, organize written discourse, and transfer linguistic and conceptual knowledge across skills. The findings indicate that integrated reading–writing instruction plays a crucial role in fostering academic literacy development in EFL secondary education. The study contributes to applied linguistics and educational research by providing empirical support for skill integration and offers practical implications for curriculum design and classroom pedagogy.
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