Effects of Teaching Argumentative Reading and Writing by Integration in an ELearning Environment on Literacy Development in EFL College Students
Dr. Abdullah M. Almelhi

Abstract
Developing argumentative reading and writing skills is a recent curricular reformatory practice in college academic writing settings worldwide. Given that both skills are process-oriented, the authors assumed that there was a relationship between both skills by integration. While a large body of research has addressed reading comprehension and written production independently, several scholarly endeavours have soundly examined the possible relationships between these two psycholinguistic processes. This descriptive study explored the effects of teaching argumentative reading and writing in an integrated online environment during the reading process on EFL learners’ learning about writing. In this research, ways of argumentative reading likely to promote the development of writing and reading skills through an integration of skills approach were sought for teaching EFL in a way to help EFL learners develop their argumentative writing ability via online argumentative reading. Correlational analysis showed that the tools used in the study were valid and reliable enough to be used in the experiment, demonstrating significant coefficients between argumentative reading and writing. The experimental study results showed significant improvements on posttesting on the argumentative reading/writing tests compared to pretesting and control group to the good of the experimental group. The paper ends with notes on pedagogical implications and recommendations for further research.

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