Developing an Integrated English Reading and Writing Teaching Model for EFL Learners in China
Keywords:
Integrated Reading and Writing, EFL Teaching Model, Writing Proficiency, Reading Strategies, Chinese University StudentsAbstract
This paper explores the development of an integrated English reading and writing teaching model for EFL learners in Chinese universities. The study is motivated by the widespread difficulty Chinese students face in improving writing proficiency, which is often taught separately from reading and largely assigned as extracurricular homework. Drawing on existing theories of reading models, strategies, and the interrelationship between reading and writing, the research highlights the necessity of integrated instruction to enhance students’ overall literacy competence. A mixed-methods design is proposed, involving proficiency tests, questionnaires, interviews, classroom observations, and comparative teaching experiments with both traditional and integrated approaches. By combining quantitative analysis and qualitative feedback from teachers and students, the study aims to identify key instructional elements and evaluate the effectiveness of integrated pedagogy across different proficiency levels. Ultimately, this research contributes to bridging the gap in empirical studies on integrated teaching in China and provides a practical framework to support EFL learners in developing stronger academic writing skills through reading–writing synergy.
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