This dissertation arises from an attempt to answer questions about whether Moroccan first and second year university students of English as a foreign language (EFL) need extensive reading in order to produce academic texts.
By using two different questionnaires, along with an extensive reading experiment at Mohammed V University, it has been possible to analyze and discuss both ethnographic and numerical data obtained from the aforementioned research instruments. The participants in the research were Moroccan university students and professors. Results indicate a myriad of shortcomings in the teaching of reading and writing in Moroccan higher education. Classroom activities demonstrate a lack of students’ engagement and interaction, especially in the reading session. Results also show students’ willingness and keenness to commence reading extensively because they feel empowered, confident, and fluent over time. Extensive reading (a receptive skill) and academic writing (a productive skill) are both interactive, constructive, and complementary. In extensive reading, students learn to increase their reading speed and comprehension while simultaneously expanding their lexicon, whereas in academic writing they learn to think about the context, audience, and purpose of their piece of writing. In doing so, they learn to write with simplicity, accuracy, clarity, and an analytical eye.
For students, these skills are new and they will ipso facto get used to them after they start writing. Development of literacy de facto relies enormously upon effective learning of reading and writing, for students consume knowledge through the former and produce it through the latter. Given this, both extensive reading and academic writing can solidly transform students into future writers, scholars, thinkers, and academics whose intellectual contributions will change the course of our country for the better. Therefore, the pedagogy adopted for the teaching of reading and writing in Moroccan higher education should be reconsidered.
Table of Contents
- Acknowledgments
- Dedication
- Chapter 1: Introduction
- 1.1 Background
- 1.2 Problem Statement
- 1.3 Research Questions
- 1.4 Significance of the Study
- 1.5 Methodology
- Chapter 2: Literature Review
- Chapter 3: Methodology
- Chapter 4: Results
- Chapter 5: Discussion
Objectives and Key Themes
This dissertation investigates the relationship between extensive reading and the production of English academic writing by non-native English speakers. The study aims to explore the impact of extensive reading habits on writing proficiency and identify potential strategies for improving academic writing skills among this population.
- The role of extensive reading in developing English language proficiency.
- The relationship between reading habits and academic writing skills.
- Strategies for improving academic writing among non-native English speakers.
- The impact of pedagogical approaches on writing development.
- The challenges faced by non-native English speakers in academic writing.
Chapter Summaries
Chapter 1: Introduction: This chapter sets the stage for the dissertation, establishing the context of the research by highlighting the challenges faced by non-native English speakers in academic writing. It introduces the problem of inadequate English language skills impacting academic success and presents the research questions that guide the investigation. The chapter outlines the significance of the study in addressing this gap in the literature and clarifies the chosen methodology for data collection and analysis. It lays the groundwork for exploring the potential benefits of extensive reading as a means to improve writing ability.
Chapter 2: Literature Review: This chapter reviews existing research on extensive reading, academic writing, and second language acquisition. It examines various theories and models relevant to the relationship between reading and writing, exploring studies that investigated the impact of extensive reading on language proficiency. The literature review synthesizes findings from different studies, highlighting both the supportive and contradictory evidence regarding the efficacy of extensive reading interventions. The chapter sets the stage for the current research by establishing a clear understanding of prior research in the field and identifying gaps that the present study seeks to address.
Chapter 3: Methodology: This chapter details the research design and methodology employed in the study. It explains the research questions and how they were investigated, describing the population of students involved in the data collection. The chapter clarifies the research instruments used, such as questionnaires or assessments, and outlines the procedures followed in data collection, ensuring the validity and reliability of the research. It discusses the analytical techniques employed to analyze the data and interpret the results. This chapter ensures transparency and allows for the replicability of the study.
Chapter 4: Results: This chapter presents the quantitative and/or qualitative findings of the study. The results are presented in a clear and organized manner using tables, graphs, and other visual aids as appropriate, supporting the findings with specific examples from the data. The chapter avoids interpretation or discussion of the results; rather, it focuses on presenting the data objectively, allowing for subsequent interpretation in the discussion chapter. This presentation enables readers to understand the patterns and trends found in the collected data.
Chapter 5: Discussion: This chapter interprets the results presented in Chapter 4, relating the findings back to the literature review and the research questions. It discusses the implications of the results and their contribution to the field of second language acquisition and academic writing. The chapter explores the limitations of the study and suggests avenues for future research, considering factors that may have influenced the results and offering insights into potential improvements for future studies. This chapter synthesizes the key findings and provides a well-rounded discussion of the research outcomes.
Keywords
Extensive reading, academic writing, English as a second language (ESL), non-native English speakers, second language acquisition (SLA), reading comprehension, writing proficiency, pedagogical approaches, data analysis, qualitative research, quantitative research.
Frequently Asked Questions about the Dissertation: Extensive Reading and Academic Writing
What is the main topic of this dissertation?
This dissertation investigates the relationship between extensive reading and the production of English academic writing by non-native English speakers. It explores the impact of extensive reading habits on writing proficiency and identifies potential strategies for improving academic writing skills in this population.
What are the key themes explored in the dissertation?
The key themes include the role of extensive reading in developing English language proficiency, the relationship between reading habits and academic writing skills, strategies for improving academic writing among non-native English speakers, the impact of pedagogical approaches on writing development, and the challenges faced by non-native English speakers in academic writing.
What does the Table of Contents include?
The table of contents includes standard dissertation sections: Acknowledgments, Dedication, an Introduction (covering background, problem statement, research questions, significance, and methodology), a Literature Review, a Methodology chapter, Results, Discussion, and Keywords.
What is covered in the Introduction (Chapter 1)?
Chapter 1 sets the context of the research, highlighting the challenges non-native English speakers face in academic writing. It introduces the research problem, outlines the research questions, explains the study's significance, and details the chosen methodology.
What is the focus of the Literature Review (Chapter 2)?
Chapter 2 reviews existing research on extensive reading, academic writing, and second language acquisition. It examines relevant theories and models, synthesizes findings from previous studies, and identifies gaps in the literature that the current research addresses.
What information is presented in the Methodology chapter (Chapter 3)?
Chapter 3 details the research design and methodology, explaining the research questions and how they were investigated. It describes the participant population, research instruments, data collection procedures, and analytical techniques used to ensure validity and reliability.
How are the results presented (Chapter 4)?
Chapter 4 presents the quantitative and/or qualitative findings objectively, using tables, graphs, and other visual aids. It avoids interpretation; the focus is on presenting the data clearly and systematically.
What is discussed in Chapter 5 (Discussion)?
Chapter 5 interprets the results presented in Chapter 4, relating them to the literature review and research questions. It discusses implications, contributions to the field, limitations of the study, and suggestions for future research.
What are the key words associated with this dissertation?
Keywords include: Extensive reading, academic writing, English as a second language (ESL), non-native English speakers, second language acquisition (SLA), reading comprehension, writing proficiency, pedagogical approaches, data analysis, qualitative research, quantitative research.
- Quote paper
- Housseine Bachiri (Author), 2017, The Need for Extensive Reading in the Production of English Academic Writing by Non-English Speakers, Munich, GRIN Verlag, https://www.grin.com/document/379286
