A Relationship between Reading and Reading-to-Write Ability of Korean L2 Learners

Abstract

A large number of writing tasks and assessments require the ability to integrate writing tasks with other language skills. From this constructivist perspective, this study was designed to see whether the reading-to-write performance is an independent construct or is dependent on the reading ability. The analysis of the study included the descriptions of the reading and integrated writing tasks and the relationship between reading-to-write construct and reading ability. A group of undergraduate students performed the reading task and the reading-to-write tasks (a summary essay) based on the same text. The results showed that reading ability can play a role in predicting the reading-to-write ability with a highly positive correlation, although this relationship was slightly affected by different types of reading questions. Therefore, the integrated framework for reading and writing can be supported by the results of the current study.