Correlation Between Books Reading Habits and Writing Improvement of Sai Gon

University's Department of Foreign Language (DFL) Sophomores

Khang P. H. Ong, Hạnh M. Lê, Phương N. N. Nguyễn,

Hằng M. Dương and Duyên M. T. Bùi

Department of Foreign Language, Sai Gon University

MA. Trần Quang Loan Tuyền

May 5, 2021
 MARKING BOARD

Criteria Full mark Examiner 1 Examiner 2

Title 0.5

Content 0.5

1. Introduction 1.0

2. Literature Review 2.0

3. Notion of original research 0.5

4. Key Objectives / Research 0.5

Questions

5. Research methods 2.0

6. Analysis 0.5

7. Proposed Chapter outline 0.5

8. Research limitation 0.5

9. Proposed Time Scale 0.5

10. References / Bibliography 1.0

TOTAL 10.0

Signature:
 Table of Contents

1. Introduction ............................................................................................................................ 1

2. Literature Review................................................................................................................... 2

2.1 Reading Habit ................................................................................................................... 2

2.2 The Connection Between Reading and Writing ............................................................... 3

2.3 The Impact of Reading on Writing .................................................................................. 5

2.4 Deterrent From Implementing Reading into Writing Skills Development ...................... 6

3. Notion of Original Research .................................................................................................. 9

4. Key Objectives ....................................................................................................................... 9

5. Research Methods ................................................................................................................ 10

5.1 Approach ........................................................................................................................ 10

5.2 Population....................................................................................................................... 10

5.3 Location .......................................................................................................................... 10

5.4 Time ............................................................................................................................... 10

5.5 Technique ....................................................................................................................... 11

5.6 Procedure ........................................................................................................................ 11

6. Analysis................................................................................................................................ 12

7. Proposed Chapter Outline .................................................................................................... 13

8. Research Limitations ........................................................................................................... 14

9. Proposed Timescale ............................................................................................................. 14

10. References .......................................................................................................................... 16

 1

Introduction

English is widely recognized as one of the most spoken languages in the world. The

need of studying and teaching English has risen in the past decades as evidence of the

globalization process. In terms of skills, writing is often regarded by students to be the

most complicated. As it requires a solid foundation of social knowledge, a notably

wide range of vocabulary, and an in-depth understanding of grammatical rules,

sentence structure. Students often find themselves struggling with writing due to their

lack of the qualifications above. As a result, they are reluctant to do a “fine” writing.

Nevertheless, it is not impossible to fully achieved that. Since every skill, whether it is

writing, reading, listening, or speaking, are related to each other, especially reading

and writing. Previous researches have pointed out the strong connection between the

two skills. Students who spent more time reading, clearly write better than those who

do not. In other words, if one wants to be a good writer, it is necessary to be a

voracious reader first. Despite the close link between the skills, reading and writing

teaching is mostly separated, making it even harder for students to grasp their

potentials of mastering writing.

There has been a great amount of previous academic research in this particular

field. Our team will outline some notable studies and researches that have been

developed and carried out in recent years.

 2

Literature Review

Reading Habit

According to Yilmaz (1993) when you read, which is the basic manner of

acquiring information, is transformed into a habit, another notion called “reading

habit” comes into being. The habit of reading is the act of reading is carried out

throughout life in a constant, regular, and critical manner as a result of it being

perceived by the individual as a need and source of pleasure.

Based on Odabas & Polat (2008)’s research, the habit of reading is the basis of

lifelong learning. For the individual being someone that learns throughout his/her life,

it is necessary for the act of reading to be conducted regularly throughout life.

Köse & Korkut (2009) claimed that the university period, which is the most

intense stage of formal education, is a period when young people carry out the act of

reading the most frequently and necessarily. In terms of the conditions it creates, this

period is an advantageous period for the acquisition of enjoyment, awareness, and

consciousness in reading.

Kletzien & Bednar (1988) stated that students approach reading assignments

with no idea of why they are studying or what they are supposed to learn relying on

what they were told by the teachers.

Baker and Brown (1984) observed that students are not used to taking control

of their own reading and that they are lacking in metacognition, knowledge, and

control of the four variables: person, goal, task, and strategies.

Palani (2012) pointed out that reading habit is an important aspect for creating

a literate society during this world. It shapes the personality of people and it helps

them to develop proper thinking methods and creates new ideas. However, the

developments within the Mass Media had continued to influence interest in reading
 3

books, magazines, and journals, among others.

Issa et al. (2012) recommended that everyday reading activities during

which students engage influence their studying skills and subsequent academic

performance. Deavers (2000) believed that reading may be a process of thinking,

evaluation, judging, imaging reasoning, and problem-solving. Reading is an

important tool for knowledge transfer and therefore the habit of reading a

tutorial activity that increases skill in reading strategies.

The Connection Between Reading and Writing

As Durmus (2013) mentioned, reading is that the activity of seeing, perceiving,

comprehending, and creating a sense of all words, sentences or writing with all

its components. In other words, Demirel (2016) acknowledged that reading is that

the activity of account which means from written symbols through the collaboration

of psychological feature behaviors and content skills. Fletcher & Portalupi (2001)

outlined reading united of the foremost necessary sources of data.

Writing may be an advanced method that enables an author to get thoughts

and ideas and to create them clear and specific. Moreover, it encourages thinking and

learning, promotes communication, and makes thinking offered for reflection. Abu-

Rass (2001) explicit that writing is particularly tough for nonnative speakers; as a

result, they are expected to make writing merchandise that demonstrates mastery of

all the same problems in a very new language.

Grabe (2009) and Ahn (2014) acknowledged that among learning skills,

writing is taken into account because the most complex ability explicit for non-native

speakers compared with English native speakers. Durukan (2011) declared that

among the four language skills, reading, in conjunction with writing, was the

primary ability to be learnt. it's conjointly best-known that, within the learning
 4

method, there is a high correlation between reading comprehension and writing

accomplishment. Krashen (2016) mentioned that we tend to don't learn to put in

writing by writing, however rather by reading. It suggests that the reading and

writing area unit is well-associated with one another at the same time and lengthways.

Cottrell (2017) assumed that the scholars United Nations agency browse

additional will write higher than people who don’t. Öz (2011) explicit that the writing

skills area unit is directly associated with reading skills. Güzel & Barn (2013) teered

that learners in foreign instruction actively use the knowledge they need to gain

within the schoolroom with writing activities and categorical their thoughts in a very

foreign language in writing.

Ejraee, Baradaran and Sharif (2014) conjointly thought about writing as a

tough learning ability that's required by EFL students from primary to education.

Whereas in step with Jolliffe (2007, p.473), reading may be a thought that's for the

most part absent from the idea and apply of the faculty composition. In step with

Hadis, Salled and Manvender (2015), writing was now not perceived as a private task

instructed severally from alternative learning skills. Since writing is that the act of

sending information in print, the scholars, therefore, should have data to share before

they write (Suskie, 2018)

Hadis, Awang and Manvender (2015) believed that since reading and writing

are instructed severally and severally by some English instructors, students -

particularly EFL face varied issues in writing like integration new data, presenting

applicable data from given texts.

Academic Writing, by its definition, Hedge (2005) showed that writing is that

the production of communication, linking ideas, and data development, or giving

arguments to a specific reader or a bunch of readers. This definition implies that

 5

writing is that the production of the ideas expressed within the written kind. Before

manufacturing the writing, the author must receive and method data the maximum

amount as attainable. This assumption is in line with Kellogg’s ideas that writing may

be a major psychological feature challenge, as a result of its promptly a take a look

at of memory, language, and thinking ability (Kellogg, 2018).

As Hadis, Awang and Manvender (2015) claimed, reading desires writing, and

writing well needs enough quantity of reading. To be additional straightforward,

Mart (2012) noted that reading is solely the interpretation of a written message.

Therefore, the additional students gain a more robust understanding of reading

materials, the higher ability they are going to show to come up with written texts.

Arndt & Woorw (2018) gave AN example, in Gymnasium level, the free volunteer

reading activities in their colleges inflated their reading comprehension, their style,

their vocabulary, their writing system, and their grammatical development.

Tuan (2012) mentioned that the correlation between reading and writing helps

EFL students improve their writing ability. to present AN example, for Indonesian

school students, however, writing in English has been a standard downside because of

short exposure to English texts, totally different culture, and totally different reading

habit (Connor, 1996; Dardjowidjojo, 1997; Grabe & Kaplan, 1996; Imran, 2005;

Kridalaksana, 2002; Sukandi, 2013).

The Impact of Reading on Writing

Hudson (2007) states that reading will help learners to learn from what others

have written. Well-written reading materials will set a model to see structure and

vocabulary use and learners will transfer the text structures they have learnt into their

own writing. Alqadi and M-Alkadi (2013) investigated the impact of extensive

reading on the development of EFL freshmen’s writing in terms of grammatical

 6

accuracy. Moran and Billen (2014) stated in their research that both reading and

writing are connected because they have the same necessity goal. Through reading

some books, for example reading textbooks, the readers are intrigued to have more

knowledge and tend to develop their critical thinking to the text they have read. It

influences their way of thinking and increases their high order of thinking. It also

helps the learners develop their writing performance on academic achievements.

Ultimately, reading illustrates models of truly excellent writing patterns, providing

students with instruction on voice, organization, syntax, and language (Matsuda,

2003).

Besides, corresponding to Tierney and Leys (1986) and also Harl (2013),

reading influences writing. They asserted that reading material, an expressed idea, and

also reading comprehension are part of reading that play a role in writing production.

Learners used reading as the standard of how writing is supposed to be done. It also

supports Tierney and Ley (1986)’s theory that reading influences writing because

some parts of reading acquisition are taking a role in the writing production. Those

parts are the writer’s style, the expressed idea, the additional materials, and the

reading acquisition itself.

Mahyar (2012) has conducted a study which reveals the influence of reading

habit and the students’ writing skill. This previous study revealed that the student with

a good reading habit shows well in their writing production.

Deterrent From Implementing Reading into Writing Skills Development

Historically, reading and writing have been instructionally separated (Nelson

& Calfee, 1998). Clifford (1989) posited that reading and writing may be

instructionally separated because different groups within the profession may take

ownership of one or the other.

 7

As Hirvela (2004) stated, in composition classrooms, reading is largely

overlooked by both students and teachers. He added that a simple justification for this

phenomenon is that the teachers do not have sufficient and required knowledge to

interrelate reading with writing in writing courses. In order to address this serious

issue in the literary context, the present study was aimed at examining the

effectiveness of integrating reading and writing skills in EFL students’ writing by

relying on the reading-writing reconnection theory by Horning and Kraemer (2013).

Hadis, Awang and Manvender (2015) believed that all the participants found

writing difficult and frustrating in class. They added that it was the main reason that

the participants did not show any interest to participate in this study. They

investigated that by reading books we could copy some useful phrases and

grammatical structures. In addition, they demonstrated the reason why they did not

have sufficient knowledge to write that they spend very little time reading books,

either in their language or in English. Thus, they believed that by reading what they

wanted to write they were able to catch a variety of ideas, new words, and structures

that could help them write satisfactorily.

According to their study, students can be encouraged to read more through

several intervention strategies such as giving them their favourite topic to read,

selecting interesting reading passages for them to read, and asking them to integrate

reading into writing with the use of a variety of fun activities such as retelling the

story.

Since students mostly deal with writing through their school days, this skill

needs to be paid enough attention and should be improved by improving other skills

such as comprehension (meaning), word use (vocabulary expansion), and

grammatical structures, which can occur by reading the works of other writers.
 8

On the other hand, teachers who teach writing through reading often ask about

the role of reading in writing classrooms. These teachers are afraid of the amount of

time they spend reading in the classroom, as opposed to the time they should spend

writing in the classroom. They fear that the attention when reading and analysing

study materials risks crowding out writing instruction - which they say should be a

course priority.

Nevertheless, it is illogical if reading and writing are separated, simply

because an active process in one domain can lead to the activation of another domain.

Additionally, if students read more about what they will write about, discuss and

analyze ideas in relevant materials, they will certainly develop many ideas for writing

and reading, and writing will interact and create patterns for the reader (writer).
 9

Notion of Original Research

Despite numerous researches that have been carried out, it is still a step into

uncertainty. Many researchers have pointed out the connection between reading and

writing, yet they have not explained thoroughly the reasons why and what benefits

were gained.

In order to shed more light to the topic, our team has decided to establish this research.

Our research will uncover and dismantle why reading habits have influences on

writing skills and what specific beneficial impacts upon writing when students

practice reading frequently.

Key Objectives

My central research question is as follows:

How reading habit affects writing skill?

In the light of this, I will make the following observations: reading is the activity of

seeing, perceiving, comprehending, and creating a sense of all words, sentences or

writing with all its components. Writing may be a complicated method that enables an

author to find thoughts and concepts and to form them clear and specific. We tend not

to learn to put in writing by writing but by reading. It suggests that reading and

writing square measure are well-associated with one another at the same time and

longwise.

What are the impediments of implementing reading into writing skills

development?

Writing is often considered difficult and frustrating. It is the main reason that students

do not show any interest to participate in this study. In most classrooms, reading is

largely overlooked by both students and teachers. A simple justification for this
 10

phenomenon is that the teachers do not have enough specialized skills and knowledge

to interrelate reading with writing in writing courses.

Research Methods

Approach

We choose survey as our main approach to the research as we wanted to gather as

much data as possible. Because of the fact that surveys can be relatively easy to

administer, and need not require any fieldwork, we are able to gain a large scale of

answers and standardize them quickly. This will allow us to have a better perception

of sophomore students in general.

Population

Our main subject is the Sai Gon University’s sophomores of the Department of

Foreign Language. We considered the number would be 200 - 300 students. We select

DFL sophomores as they would most likely be experienced in English skills generally

and in Reading and Writing particularly. These students would be our best

participants due to the fact that they are still studying Reading and Writing, which

they are able to understand the challenges and struggles of these skills.

Location

The site for the survey was Saigon University in Ho Chi Minh City, Vietnam. By

selecting Saigon University as the survey site, we can limit the population as well as

collect actual data to support our research topic.

Time

The research is divided into 2 phases and is scheduled to be completed in about 3

months:
 11

The first phase is the pre-empirical stage. We spent our first three weeks

selecting the topic, consulting the previous researches, and thinking about

methods.

The second phase is the empirical stage which takes us 10 weeks to complete.

After choosing the topic, we designed an online survey using a questionnaire

in order to collect needed data. Then the collected data would be analysed,

thereby giving the final results.

Technique

We found many documents related to our research topic and utilized them as much as

possible for our Literature Review. As it is the base for our research, the importance

and legibility of these documents are highly significant.

We used a questionnaire posted on the Internet sites that includes 15 multiple choice

questions and 2 ranking questions. This questionnaire not only asked questions related

to reading habits or improvements in writing skills but is also designed to gather more

opinions about the connection between these two skills. By using this technique, we

believed that the most reliable answer can be obtained.

Procedure

Our research procedure is divided into 7 stages.

Firstly, the research area stage is where we would find relevant documents in order to

determine whether former findings are informative enough for us to develop our

research. This stage would take us less than two weeks to dive deep down the vast

previous researches. However, it was our longest period, as we were drowned in a sea

of unknownness.
 12

Next is the topic stage where we would analyse our topic as a whole, and agree on

choosing our research topic. We expected it would be soon to be decided in three days.

Following up is the questions stage, where we would develop our key objectives and

questions to answer them later in our research. Our questions are asked to discover

what is hidden from us and shed light on our needs of understanding writing skills

better and how to encourage students to write better. We intended it would not take

more than four days, as we want to make our questions more consistent and realistic.

The design stage is where we would design a questionnaire to gather the necessary

data from our subjects, and we assumed it would not cost us more than one week.

This particular stage is one of our most difficult stages as we ought to structure our

questionnaire carefully and thoroughly, so the data would be informative and accurate.

We expect to retrieve the data from the sophomores after three weeks as it would be

time-consuming for us to fully collect answers from 200 students.

After the data collection stage would be the data analysis stage, which we intended to

process in about three weeks to compile and analyze all the answers retrieved.

Finally, we would reach the questions answering stage, also known as the “writing

up” stage, where we would showcase our research and what we had found from the

data we collected. It would take up 3 weeks for us to finish our writing and check for

mistakes, so our study would be useful and reliable for not only students of our time

but also future researchers. It is advisable to follow our instruction and questionnaire

to gain further information on a larger scale of students or maybe lengthen the

research time to get more accurate results.

Analysis

With the data collected from the questionnaires, we will be able to figure out patterns

of student responses. Eventually, they will grant us the answer to our original question
 13

on whether students with a reading habit would have a better writing skill asset. In

order to do so, we plan to sort out answers from the questionnaires and rearrange them

into groups. These groups of answers are then described through charts and diagrams

to point out the most popular choices among sophomores.

Proposed Chapter Outline

Our proposed research outline would be divided into 5 chapters: abstract, introduction,

literature review, methods, results, and discussion.

Abstract

Chapter 1 - Introduction

The main aim of our research is to point out the strong connection between reading

habits and writing improvement of DFL sophomores at Sai Gon University.

Chapter 2 - Literature Review

To find out the influence as well as the relationship between reading and writing will

be covered in this chapter.

1. Reading habits

2. The connection between reading and writing

3. The impact of reading on writing

4. Deterrent from implementing reading into writing skills development

Chapter 3 - Method

We choose survey as our main approach which is conducted on 200-300 sophomores

of The Department of Foreign Language at Sai Gon University.

Chapter 4 - Results

The results will be used to assess the reading status of sophomore students at Saigon

University and the effect of reading on writing ability.

Chapter 5 - Discussion
 14

The initial of the study are: surveying the sophomore students in Saigon

University to understand the current reading situation, whether students are interested

in reading, the connection between reading and writing. All completed. Otherwise,

there are still limitations such as the scope of reference objects is still limited (only

sophomore students of Foreign Language Faculty), lack of documents, lack of

funding to invite experts to answer causes.

References

Appendix

Research Limitations

The subjects are limited: The research is conducted only on the Department of

Foreign Language’s sophomores of Sai Gon University. The number of sophomores is

small, so the necessary data is not enough. Therefore, the result may lack accuracy.

Experience: Since all the team members have no experience in doing scientific

research, the inexperience will slow down the progress.

The pandemic: due to the spread of the COVID-19 pandemic, we are not able to do

an offline survey.

Proposed Timescale

The study is scheduled to be conducted for approximately 3 months. We plan to

divide the time scale as follows:

Consulting the previous researches, filtering out the necessary information - 3

weeks:

As research papers are based on the results of previous studies, the data must be

accurate and clear.

Creating questionnaire form - 1 week:

15-20 questions are proposed to be included in the form. We have to make sure that
 15

all the questions are relatable and useful for the research.

Making online survey - 3 weeks:

The data will be collected from 200 sophomores of Sai Gon University’s Department

of Foreign Language. The progress of this stage depends on the time it takes to collect

enough data from that 200 people.

Collecting and analyzing data - 3 weeks:

We will synthesize and analyze the data taken from the survey, thereby giving the

final results.

Accomplishing all parts of the research paper - 2 weeks:

As can be seen in the table of content, there are more than 10 sections that need

fulfilling. These remaining parts are not too long so we don’t need as much time as

the literature review or the research method and analysis.

Final checking and editing - 1 week:

This is the final step to come to a complete research. The contents will be fully

checked and edited if necessary.

 16

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Appendix

Questionnaire

ABOUT READING

1. What kind of English books do you often read?

Textbooks

Novels

Comics

Academic books

Other (please write):..............................

2. How many books do you read in a month ?

0 3-5

1-2 More than 5

3. How much time do you spend reading books a day?

Less than 30'

30' to 1 hour

1 to 2 hours

Over 2 hours

4. What is the most common reason when you start reading a book ?

Recommendation from friends

Expansion of self knowledge

Favorite book genre

Eye-catching book cover

Other (please write):.....................................

5. On a 10-point scale, how much do you rate your reading ability?

1 10 (points)
o o o o o o o o o o
 21

ABOUT WRITING

6. Why do students often think writing is difficult?

Incorrect usage of grammar

Lacking of vocabulary

Writer’s block

Laziness, reluctance to write

Other(please write):...........................................

7. Which activities do you find most effective on your English writing skills ?

Reading a book written in English

Listening to music

Watching television

Communicating with foreigners

Other (please write):............................................

8. What are students’ possible purposes of reading English books ?

To expand their knowledge

To enhance their English skills

To entertain

Other (please write):................................................

9. On a 10-point scale, how much do you rate your writing ability?

1 10 (points)

o o o o o o o o o o
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10. Do you usually apply what you read into your writing ?

Always

Sometimes (if I remember)

Rarely (I don’t know how to apply)

Never

11. What techniques do you use to apply the knowledge from reading into writing ?

Write down text and learn by heart

Read books repeatedly

Highlight the things that impress you (new words, idioms, etc)

Other (please write):......................................................

READING IN RELATION TO WRITING

12. Do you think that reading is related to your writing skill?

Yes, reading and writing are related to a certain extent

No, reading and writing are distinctive skills

13. Which factors do you think are the most important for writing ?

Vocabulary

Coherence and Cohesion

Grammar

Other (please write):...........................................

14. What can be applied and utilized to your writing based on reading?

Using words and grammar accurately

Organizing and expressing idea

Comprehending and analyzing problems sharply

Consolidating a wide range of knowledge

Expanding vocabulary range

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15. On the other hand, do you think writing also improves your reading?

Yes, reading and writing affect each others respectively

No, reading only influences on writing

No, neither has impact on others

16. Do you think reading and writing should be taught together?

Yes. Of course

No. I don’t think so

No comment

17. Which factors do you think are holding back reading and writing integration

teaching in classrooms?

Lack of human resources (teachers)

Lack of detailed sources of information (texts, books, researchs)

Lack of enthusiasm from students themselves