Eleştirel yazmaya yönelik eleştirel okuma: Yabancı dil olarak İngilizce 2. sınıf öğrencileriyle keşifsel bir araştırma

This study aims to investigate the relationship between students' 1st year final grades of reading and writing courses, OSYM scores, preparatory overall scores, structure-reading test scores and Critical Reading and Writing courses, as well as the extent to which students' critical reading scores predict their integrated writing scores, and the degree of modification of source text language in the integrated reading-writing task. A correlational design of quantitative research methods was employed. Qualitative data were also gathered through semi-structured interviews to support the quantitative results. The quantitative part consisted of 1st year final scores of skill courses and midterm and final scores of Critical Reading and Writing course. The qualitative analysis included coding final assignments using a framework and semi-structured interviews with 15 students (5 for each low, mid and high achievement groups as representatives), and 3 instructors. The participants are 132 2nd year ELT students and 3 instructors. The researcher was also a participant. The results showed weak to strong correlations among the variables, with a significant strong positive correlation between 1st year reading scores and academic writing scores. The regression analyses conducted to see the predictive power of the variables on academic writing scores yielded 1st year reading scores and critical reading scores explained much of the variance in academic writing score. Additionally, high-achieving students demonstrated a significant advantage in the proportion of types of source-use incidents and writing ability, except in the adoption of RC type of source-use. The findings were backed with interview excerpts and implications were provided.