EFL Learners and Teachers’ Awareness towards the Role of Extensive Reading in Enhancing the Writing Skill: The Case of Third Year EFL Students at M’sila University
Hadjila Rahali, Messaouda Laajini, Souha Ziouche
كلية الاداب واللغات-جامعة محمد بوضياف - المسيلة · الجزائر
The present study investigates the extent to which EFL learners in the department of English at M'sila university are aware of using extensive reading to develop their writing abilities. It attempts to shed light on the importance of using extensive reading in the learning process in order to reduce the students’ writing deficiencies and increasing their motivation to read. The study also aims to raise teachers and students’awareness about the importance of extensive reading in academics for the sake of the learning process. This current study was conducted among third year students of English department at M'sila university. It was based on the use of the descriptive method where data were collected both qualitatively through students’ semi structured interview and quantitatively through two questionnaires. The findings confirms that using extensive reading in the learning process reduces the students’ writing problems. They also reveal that teachers and students’ awareness of the importance of extensive reading provides them with better writing performance. This research tackles descriptively the role of extensive reading in enhancing writing performance. Based on the findings obtained, teachers are advised to schedule practical reading sessions during the first three academic years in university in order to enhance the students’ writing skill.