The Need for Extensive Reading in the Production of English Academic Writing by Non-English Speakers

Table of Contents

INTRODUCTION

Introduction

Objectives

Research Questions

Organization of the Study

CHAPTER I: REVIEW OF THE LITERATURE

Introduction

I.1 Literacy: Definitions

I.1.1 The Importance of Reading

I.2 Extensive Reading

I.2.1 Definitions

I.2.2 Characteristics of Extensive Reading

I.3 Graded Readers

I.3.1 Characteristics of Proficient Readers

I.3.2 Roles of Extensive Reading Teachers

I.4 Writing and the EFL Learners

I.5 Views of Reading

I.6 Reading Approaches

I.6.1 Bottom-up Reading Approach

I.6.2 Top-down Reading Approach

I.6.3 Interactive Reading Approach

1.6.4 Schema Theory

I.7 Academic Writing

I.7.1 Definitions

I.7.2 Codes and Conventions of Academic Writing

I.7.3 Types of Academic Writing

I.8 The Significance of Writing

1.8.1 Writing Differences: L1 Vs. L2

I.9 The Product-Based Approach

I.10 The Process Writing Approach

I.11 Descriptive Writing

I.11.1 Characteristics of Descriptive Writing

I. 12 Effects of Reading on the Development of Academic Writing

I.13 Reconnecting Reading and Writing Models

I.14 Conclusion

CHAPTER II: DATA COLLECTION AND CLASSIFICATION

Introduction

II.1 Data Collection Methods

II.1.1 Quantitative Research

II.1.2 Questionnaire

II.1.3 Observation

II.1.3.1 Types of Observation

II.2 Description of Target Population

II.3 Instrumentation

II.4 Validity and Reliability of the Questionnaire

II.4.1 Types of Reliability

II.4.2 Establishing Reliability and Validity in Students’ Questionnaire

II.4.3 Description of Students’ Questionnaire

II.5 The Distribution of Informants by Age, Gender, and Education Level

1-Background Information

II.5.1 The Distribution of Informants by Age

II.5.2 The Distribution of Informants by Gender

II.5.3 The Distribution of Informants by Education Level

II.6 Data Classified According to Subsections

II.6.1 Interest and Importance

II.6.2 Characteristics and Obstacles of Academic Writing

II.6.3 Connection between Extensive Reading and Academic Writing

II.7 Professors’ Questionnaire

II.8 The Extensive Reading Experiment at Mohammed V University

II.8.1Validity and Credibility of the Writing Test (Descriptive writing)

II.8.2 The Pre-Test

II.8.3 The Post-Test

II.9 Conclusion

CHAPTER III: DATA ANALYSIS

Introduction

III.1 Data Analyzed According to Subsections

III.1.1 Background Information

III.1.1.1 The Age Group of Informants

III.1.1.2 The Informants’ Gender

III.1.1.3 The Informants’ Education Level

III.2 Interest and Importance

III.3 Characteristics and Obstacles of Academic Writing

III.4 Connection between Extensive Reading and Academic Writing

III.5 Professors’ Questionnaire

III.6 Conclusion

CHAPTER IV: DISCUSSION AND ANALYSIS

Introduction

IV.1 Discussion and Analysis

IV.1.1 The Pre-Test Results

IV.1.2 The Post-Test Results

IV.2 Recommendations for Syllabus Designers: “An Extensive Reading Program Sample”

IV.2.1The Extensive Reading Program Design

IV.2.2 Learners’ Motivation and Interest

IV.2.3 Teacher's Skill and Preparation

IV.2.4 The Program

IV.2.5 Goals of the Program

IV.2.6 The Learning Environment

IV.2.7 Resources

IV.3 Writing Recommendations

IV.4 Conclusion

Research Objectives and Themes

This dissertation investigates the potential impact, interaction, and affinity between extensive reading and the production of academic English writing among Moroccan university students. It seeks to understand whether integrating extensive reading into the curriculum can help bridge the gap in academic literacy, ultimately aiming to transform students into more confident, fluent, and analytical writers by rethinking the pedagogical approach to reading and writing instruction in Moroccan higher education.

• The reciprocal cognitive and linguistic benefits of extensive reading for academic writing development.
• Pedagogical challenges and current shortcomings in teaching reading and writing within Moroccan higher education.
• Practical design of extensive reading programs to enhance student motivation and literacy.
• The role of teacher intervention and student autonomy in the extensive reading process.
• Strategies for reconnecting receptive reading skills with productive academic writing tasks.

Excerpt from the Book

Summary of Chapters

INTRODUCTION: Defines the research objectives, core research questions, and outlines the organization of the study in relation to Moroccan higher education.

CHAPTER I: REVIEW OF THE LITERATURE: Provides a theoretical framework by defining extensive reading, academic writing, and exploring the pedagogical models that connect these two fundamental literacy skills.

CHAPTER II: DATA COLLECTION AND CLASSIFICATION: Describes the quantitative research methodology, including the use of questionnaires and an extensive reading experiment conducted at Mohammed V University.

CHAPTER III: DATA ANALYSIS: Details the analysis of the collected data, presenting findings from the student and professor questionnaires regarding their habits, interests, and perceptions of reading and writing.

CHAPTER IV: DISCUSSION AND ANALYSIS: Discusses the results of the extensive reading experiment, provides practical recommendations for syllabus design, and offers specific strategies to improve academic writing skills.

Keywords

Extensive Reading, Academic Writing, EFL (English as a Foreign Language), Moroccan Higher Education, Literacy Development, Language Acquisition, Graded Readers, Pedagogical Reform, Reading Comprehension, Writing Proficiency, Classroom Interaction, Student Motivation, Language Pedagogy.

Frequently Asked Questions

What is the primary focus of this research?

The research explores the relationship between extensive reading and the production of academic English writing among Moroccan EFL university students, investigating whether reading extensively can foster better writing skills.

What are the central themes discussed in the work?

Central themes include the cognitive benefits of reading for writing, the role of pleasure and motivation in language learning, pedagogical strategies for integration, and the specific challenges faced by Moroccan students.

What is the main goal of this dissertation?

The primary goal is to examine the impact and affinity between extensive reading and academic writing to advocate for a reconsideration of current teaching pedagogies in Moroccan higher education.

Which scientific methods were employed?

The study uses a quantitative approach, involving two different questionnaires (one for students and one for professors) and an extensive reading experiment conducted at Mohammed V University.

What does the main body of the work cover?

The body covers a review of literature regarding literacy and reading approaches, the classification of collected research data, the analysis of these data, and a discussion of results paired with recommendations for syllabus designers.

Which keywords characterize this study?

The study is characterized by keywords such as Extensive Reading, Academic Writing, EFL, Moroccan Higher Education, Literacy Development, and Language Pedagogy.

How does the author define extensive reading in this context?

The author describes extensive reading as a pedagogical procedure designed to facilitate language acquisition through reading large quantities of material for pleasure and general understanding, prioritizing fluency over linguistic dissection.

What specific findings emerged from the experiment at Mohammed V University?

The experiment demonstrated that students who engaged in the extensive reading program showed improved fluency, better command of cohesive devices, and increased confidence, which positively influenced the quality of their descriptive writing.