Extensive Reading Practices, Reading Attitudes, and Writing Performance

Souaad ZERROUKI; Sarah MERROUCHE

doi:10.34174/p45peh28

Authors

Souaad ZERROUKI Departments of Letters and English Language, University of Constantine 1, Algeria
Sarah MERROUCHE Departments of English, University of Larbi Ben M’Hidi , Oum El Bouaghi, Algeria

DOI:

https://doi.org/10.34174/p45peh28

Keywords:

Extensive Reading, Reading Attitudes, Writing Performance

Abstract

Despite its importance, extensive reading is still neglected in Algerian EFL classes, and the focus is generally on intensive reading. This study aims to identify if students practise extensive reading. Besides, it seeks to determine if students hold positive reading attitudes and if a correlation exists between extensive reading and good writing performance. To achieve these aims, a quantitative method was adopted. A questionnaire and a written test were administered to seventy-seven students of English at the University of Oum El Bouaghi. The results revealed that students practise most of the principles of extensive reading. Additionally, they showed that students hold positive reading attitudes towards English. The findings also indicated that good writing is positively associated with more reading. In the light of these findings, it is recommended that EFL teachers integrate extensive reading in their classes to help their learners reap its benefits.

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