The Relationship Between Argumentative Speaking and Writing among EFL Students
Main Article Content
Keywords
argumentative genre, speaking, writing, relationship, output
Abstract
This study looks at the connection between argumentative writing and speaking among sixth-semester EFL students at Moulay Ismail University in Morocco’s English Studies department. In order to achieve this objective, a total of 80 undergraduate students who were learning English as a foreign language (EFL) were selected as participants. Participants were then given both speaking and writing examinations to assess their argumentation skills in these two areas. Regression and correlation analyses were performed in SPSS on the study’s data. The findings show a substantial difference between speaking and writing in contentious discourse, in addition to a high positive association. Argumentative speaking was statistically proven to predict a great proportion of argumentative writing. The findings suggest integrating argumentative speaking and writing in teaching and assessment practices in a balanced way. The two skills can be taught along with each other to facilitate correspondences between the two modalities in argumentative genre. As the study concludes, it offers valuable insights into the implications of these findings, highlights the research limitations encountered during the research process, and provides recommendations for future endeavors in the realm of language pedagogy and assessment. This study not only contributes to our understanding of the interplay between argumentative writing and speaking but also paves the way for more comprehensive and integrated language instruction practices in EFL contexts.
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References
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Bygate, M. (1998). Theoretical perspectives on speaking. Annual Review of Applied Linguistics, 18(1), 20-42.
Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL students’ proficiency in writing and ability in speaking across personality learning styles. Studies in English Language Teaching, 4(2), 168-186.
Cheung, K. M., & Chang, R. (2009). The relationship between the sub-components of English writing and speaking skills among Hong Kong primary students. Paper presented at the International Conference on Primary Education.
Cheung, K. M., & Leung, F. F. Y. (2011). Using assessment data to investigate the relationships between speaking and writing. Assessment and Learning (1), 140-156.
Cornbleet, S., & Carter, R. (2001). The Language of speech and writing. London: Routledge.
Cumming, A. (1992). Instructional routines in ESL composition teaching: A case study of three teachers. Journal of Second Language Writing, 1, 17-35.
Florez, V., & Hadaway, N.L. (1987). Relationship of oral language proficiency and writing behaviors of secondary second language learners. Paper presented at the Southwest Regional Conference of the International Reading Association. (15th, Phoenix, AZ, January 24, 1987).
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Hornby, A. S. (2005). Oxford Advanced Learner’s Dictionary. Oxford University Press. China.
Howarth, P. (2001). Process speaking: Preparing to repeat yourself. MET, 10(1), 39-44.
Hubert, M. D. (2008). The relationship between writing and speaking in the U.S university Spanish language classroom. Unpublished Thesis. Purdue University Library.
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Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study of ESL relativization. Studies in Second Language Acquisition, 24, 541-577.
Kern, R.G. (2000). Literacy and language teaching. Oxford: Oxford University Press.
Krashen, S. (1994). The input hypothesis and its rivals. In Ellis, N. (Ed.), Implicit and explicit learning of languages (pp. 45-77). London: Academic Press.
Lee, J., & VanPatten, B. (1995). Making communicative language teaching happen. New York: McGraw-Hill.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C., & Bahtia, T. K. (Eds.), Handbook of second language acquisition (pp. 413- 68). New York: Academic Press.
Mackey, A. (2002). Beyond production: Learners’ perceptions about interactional processes. International Journal of Educational Research, 37, 379-394.
Manglesdorf, K. (1989). Parallels between speaking and writing in second language acquisition. In D. Johnson & D. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 134-145). London: Longman.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press United Kingdom.
Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle.
Nunan, D. (2003). Practical English language teaching. Singapore: Mc Graw Hill Company.
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes and outcomes? Language Learning, 44(3), 493-527.
Rausch, P. (2015). The relationship between English speaking and writing proficiency and itsimplications for instruction. Culminating Projects in English, 34. https://repository.stcloudstate.edu/engl_etds/34
Rivers, W. M. (1981). Teaching foreign language skills (2nd ed.). Chicago: University of Chicago Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–256). Rowley, MA: Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlehofer (Eds.), Principles and practice in the study of language (pp. 125–144). Oxford: Oxford University Press.
Weissberg, R. (1994). Speaking of writing: Some functions of talk in the ESL composition class. Journal of Second Language Writing, 3, 121-139.
Weissberg, R. (2005). Talking about writing: Cross-modality research and second language speaking/writing connections, in P. Matsuda & T. Silva (Eds.), Second language writing: Perspectives on the process of knowledge construction. New Jersey: Lawrence Erlbaum.
Yun, K. A, Costantini, C., & Billingsley, S. (2012). The effect of taking a public speaking class on one’s writing abilities. Communication Research Reports, 29(4), 285-291.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209.
Zhang, Y. (2009). An experimental study of the effects of listening on speaking for college students. English Language Teaching, 2(3), 194-204. https://doi.org/10.5539/elt.v2n3p194
Zhu, X. (2008). Is syntactic maturity a reliable measurement to investigate the relationship between English speaking and writing? The Asian EFL Journal, 10(1), 133-153.
Akki, F., & Larouz, M. (2021). The Relationship between Speaking and Writing in Descriptive Discourse in a Moroccan University EFL Context. International Journal of Linguistics and Translation Studies, 2(1), 124–134. https://doi.org/10.36892/ijlts.v2i1.102
Al-Roomy, M. (2016). Developing students’ EFL writing skills by enhancing their oral interactions. International Journal of Applied Linguistics & English Literature, 5(5), 24-32. https://dx.doi.org/10.7575/aiac.ijalel.v.5n.5p.24
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman.
Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Bygate, M. (1998). Theoretical perspectives on speaking. Annual Review of Applied Linguistics, 18(1), 20-42.
Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL students’ proficiency in writing and ability in speaking across personality learning styles. Studies in English Language Teaching, 4(2), 168-186.
Cheung, K. M., & Chang, R. (2009). The relationship between the sub-components of English writing and speaking skills among Hong Kong primary students. Paper presented at the International Conference on Primary Education.
Cheung, K. M., & Leung, F. F. Y. (2011). Using assessment data to investigate the relationships between speaking and writing. Assessment and Learning (1), 140-156.
Cornbleet, S., & Carter, R. (2001). The Language of speech and writing. London: Routledge.
Cumming, A. (1992). Instructional routines in ESL composition teaching: A case study of three teachers. Journal of Second Language Writing, 1, 17-35.
Florez, V., & Hadaway, N.L. (1987). Relationship of oral language proficiency and writing behaviors of secondary second language learners. Paper presented at the Southwest Regional Conference of the International Reading Association. (15th, Phoenix, AZ, January 24, 1987).
Geva, E. (2006). Second-language oral proficiency and second-language literacy. In D. August, & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Hartley, J. (2007). Reading, writing, speaking and listening: Perspectives in applied linguistics. Applied Linguistics, 28(2), 316-320.
Hornby, A. S. (2005). Oxford Advanced Learner’s Dictionary. Oxford University Press. China.
Howarth, P. (2001). Process speaking: Preparing to repeat yourself. MET, 10(1), 39-44.
Hubert, M. D. (2008). The relationship between writing and speaking in the U.S university Spanish language classroom. Unpublished Thesis. Purdue University Library.
Hubert, M. D. (2013). The development of speaking and writing proficiencies in the Spanish language classroom: A case study. Foreign Language Annals, (46)(1), 88-95.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study of ESL relativization. Studies in Second Language Acquisition, 24, 541-577.
Kern, R.G. (2000). Literacy and language teaching. Oxford: Oxford University Press.
Krashen, S. (1994). The input hypothesis and its rivals. In Ellis, N. (Ed.), Implicit and explicit learning of languages (pp. 45-77). London: Academic Press.
Lee, J., & VanPatten, B. (1995). Making communicative language teaching happen. New York: McGraw-Hill.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C., & Bahtia, T. K. (Eds.), Handbook of second language acquisition (pp. 413- 68). New York: Academic Press.
Mackey, A. (2002). Beyond production: Learners’ perceptions about interactional processes. International Journal of Educational Research, 37, 379-394.
Manglesdorf, K. (1989). Parallels between speaking and writing in second language acquisition. In D. Johnson & D. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 134-145). London: Longman.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press United Kingdom.
Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle.
Nunan, D. (2003). Practical English language teaching. Singapore: Mc Graw Hill Company.
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes and outcomes? Language Learning, 44(3), 493-527.
Rausch, P. (2015). The relationship between English speaking and writing proficiency and itsimplications for instruction. Culminating Projects in English, 34. https://repository.stcloudstate.edu/engl_etds/34
Rivers, W. M. (1981). Teaching foreign language skills (2nd ed.). Chicago: University of Chicago Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–256). Rowley, MA: Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlehofer (Eds.), Principles and practice in the study of language (pp. 125–144). Oxford: Oxford University Press.
Weissberg, R. (1994). Speaking of writing: Some functions of talk in the ESL composition class. Journal of Second Language Writing, 3, 121-139.
Weissberg, R. (2005). Talking about writing: Cross-modality research and second language speaking/writing connections, in P. Matsuda & T. Silva (Eds.), Second language writing: Perspectives on the process of knowledge construction. New Jersey: Lawrence Erlbaum.
Yun, K. A, Costantini, C., & Billingsley, S. (2012). The effect of taking a public speaking class on one’s writing abilities. Communication Research Reports, 29(4), 285-291.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209.
Zhang, Y. (2009). An experimental study of the effects of listening on speaking for college students. English Language Teaching, 2(3), 194-204. https://doi.org/10.5539/elt.v2n3p194
Zhu, X. (2008). Is syntactic maturity a reliable measurement to investigate the relationship between English speaking and writing? The Asian EFL Journal, 10(1), 133-153.
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Published
Oct 10, 2023
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Akki, F., Larouz, M., Ait Hammou, B., & Handoko, H. (2023). The Relationship Between Argumentative Speaking and Writing among EFL Students. Jurnal Arbitrer, 10(3), 231–238. https://doi.org/10.25077/ar.10.3.231-238.2023
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