A Comprehensive Review of Reading and Writing Proficiency in English as a Second Language (ESL): Global Perspectives and Indian Contextual Insights
Keywords:
ESL proficiency, Reading–writing relationship, Second language acquisition, Pedagogy, Indian context, Mahesana District
Abstract
Through a synthesis of information from worldwide and Indian settings, this review article critically evaluates the interplay between ESL reading and writing skills. This study examines the impact of reading habits, exposure, motivation, and pedagogical techniques on the literacy outcomes of English as a Second Language (ESL) learners using theoretical frameworks from Second Language Acquisition (SLA), sociocultural theory, and literacy development. Indian studies show that reading and writing abilities are still challenged by exam-oriented training, poor motivation, and a lack of exposure to real English texts, even though research from throughout the world confirms that reading and writing are interdependent. The report highlights the need for empirical validation of integrated literacy models in multilingual Indian settings like Mahesana District by integrating data from diverse contexts. It also indicates convergent patterns and ongoing research gaps. Finally, the paper suggests avenues for further study in India's educational system and offers theoretical and pedagogical implications for improving ESL literacy.
References
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2. Brooks, G. (2021). Exploring the importance of vocabulary for English as a second language and as an additional language learners’ reading comprehension. Centre for Advanced Research on Language Acquisition, Regents of the University of Minnesota. http://dx.doi.org/10.4746/sslit.2021.11.3.3
3. Coxhead, A., & Boutorwick, T. J. (2018). Longitudinal vocabulary development in an EMI international school context: Learners and texts in EAL, maths, and science. TESOL Quarterly, 52(3), 588–610. https://doi.org/10.1002/tesq.450
4. Ekarista, F. (2018). Improving students’ writing ability in recount text using picture series. In The 1st Annual International Conference on Language and Literature (pp. 343–351). KnE Social Sciences.
5. Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184
6. Kartal, Z. (2017). The relationship between students’ reading habit and their narrative writing ability: A correlational study at the tenth grade of SMA Pribadi Depok, academic year 2016/17 (Undergraduate thesis).
7. Linuwih, E. R., Winardi, Y., & Kusuma, K. (2020). The influence of reading habit on students’ writing skill. Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, 11(1), 37–47.
8. Manuel, J. (2022). English language proficiency of senior high school students. Multidisciplinary Journal for Education, Social and Technological Sciences, 9(1), 71–86. https://doi.org/10.4995/muse.2022.16638
9. Mu’awana. (2018). The correlation between students’ reading habit and their reading comprehension of the eleventh grade Islamic senior high school (Undergraduate thesis). Faculty of Education and Teacher Training, The State Islamic University Sulthan Thaha Saifuddin.
10. Nazali, F., & Mulyana, A. (2020). The correlation between students’ reading habit and students’ writing ability at tenth grade of SMK Bina Karya Kabupaten Tangerang in academic year 2019/2020. Foremost Journal, 1(1), 20–26.
11. Noor, G. R., Arini, D. N., & Arapah, E. (2022). Correlation of English students’ reading habits and their writing ability. International Journal of Educational Studies in Social Sciences, 2(2). https://doi.org/10.53402/ijesss.v2i2.48
12. Nurizal, M., Ardinda, A., & Dini, D. (2018). The correlation between students’ reading habit of novel and their ability in writing recount. EJ, 3(1).
13. Obi, M., & Aina, O. (2022). Second language acquisition and writing proficiency of secondary school students in Ogun State. The African Journal of Behavioural and Scale Development Research, 4(2), 50–60. https://doi.org/10.58579/AJB-SDR/4.2.2022.50
14. Phyo, W. M., Nikolov, M., & Hódi, Á. (2024). Exploring the interplay of English academic reading and writing proficiency among international doctoral students. Heliyon, 10, e34598. https://doi.org/10.1016/j.heliyon.2024.e34598
15. Schutz, R. E. (2019). Stephen Krashen’s theory of second language acquisition. https://www.sk-krash-englishhtml
16. Sjödin, E. (2020). One goal is to understand the world better: A thematic analysis of upper-secondary school teachers’ choice and use of literary texts in EFL (Master’s thesis). DIVA. http://www.diva-portal.org/smash/record.jsf?pid=diva2:1429323
17. Stoffelsma, L., & Spooren, W. (2019). The relationship between English reading proficiency and academic achievement of first-year science and mathematics students in a multilingual context. International Journal of Science and Mathematics Education, 17(5), 905–922. https://doi.org/10.1007/s10763-018-9905-z
18. Uzzaman, M., & Roy, S. (2019). Learning English through watching movies.
19. Westin, D. (2022). Different types and kinds of literature.
20. Wong, G., Dellaportas, S., & Cooper, B. J. (2018). Chinese learner in a linguistically challenged environment: An exploratory study. Asian Review of Accounting, 26(2), 264–276. https://doi.org/10.1108/ARA-07-2017-0123
Published
2024-12-30
How to Cite
Harshal Purohit, & Dr. Usha V. Kaushik. (2024). A Comprehensive Review of Reading and Writing Proficiency in English as a Second Language (ESL): Global Perspectives and Indian Contextual Insights. Revista Electronica De Veterinaria, 25(1), 4394-4397. https://doi.org/10.69980/redvet.v25i1.2254
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