The Relationship between Reading Ability and Writing Quality among Iranian EFL Academic Writers

Hossein Saadabadi Motlaq, Nahid Egresh


Learners of English as a foreign language (EFL) face obstacles in writing standard academic papers regarding anecdotal evidence received from English teachers. The current study aimed to focus on writing in English as the only means of global communication in the academia. This paper reports on a correlational study on the relationship between reading ability and the quality of academic writing among Iranian EFL academic writers. First the reading-writing relationship in the academic field was explored, and then the relationship between reading ability and individual elements of writing quality including syntactic structure, organizational structure and readability of the learners’ writing were examined. To achieve the objectives of the study, 55 Iranian IELTS candidates (academic module) were chosen. Participants were asked to complete IELTS reading and writing tests. Statistical analysis of the data was carried out through Pearson product moment correlation coefficient. Results revealed that there is a significant relationship between reading ability and writing quality among Iranian EFL academic writers. Findings also highlighted the importance of reading ability in presenting syntactic structure in writing among Iranian EFL learners. Finally, no relationship revealed regarding the reading ability and organizational structure and also readability as factors of writing quality.



Reading ability; Writing quality, EFL academic writers; Syntactic structure; Organizational structure; Readability.

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