Статьи · Vol. 4 No. 1 (2026)

Criteria For Selecting Reading Texts To Develop Integrated Reading And Writing Skills Among 10Th–11Th Grade Efl Students

Authors

  • Shoirakhon NAZAROVA

Keywords

integrated reading and writing text selection criteria reading- to-writing instruction EFL learners upper secondary education authentic texts CEFR B1 English language teaching writing development reading comprehension National Curriculum of Uzbekistan text evaluation

Abstract

The integration of reading and writing has become one of the key principles of contemporary English language teaching, requiring careful Received: 15-05-2026 selection of instructional texts that support the development of both receptive Accepted: 28-05-2026 and productive language skills. However, many reading materials used in upper Published:09-06-2026 secondary EFL classrooms are selected primarily for reading comprehension and do not provide sufficient opportunities for meaningful writing activities. This article examines the pedagogical criteria for selecting reading texts that effectively facilitate the integrated development of reading and writing skills among 10th–11th grade EFL students. Drawing on the principles of the CEFR Copyright: © 2026 by the authors. (B1 level), the National Curriculum of Uzbekistan, and current research on Submitted for open access publication integrated literacy instruction, the study identifies essential criteria for text under the terms and conditions of the selection, including linguistic appropriateness, thematic relevance, genre Creative Commons Attribution (CC diversity, authenticity, cognitive challenge, cultural value, learner engagement, BY) license and writing potential. Particular attention is given to the concept of reading-to- (http://creativecommons.org/licenses/ writing instruction, in which reading serves as the primary source of language by/4.0/) input and organizational models for subsequent written production. The article also proposes a systematic framework for evaluating and selecting instructional texts that enable learners to comprehend, analyze, synthesize, and transform information into coherent written texts.

References

1. Carrell, P. L., Devine, J., & Eskey, D. E. (Eds.). (1988). Interactive approaches to second language reading. Cambridge University Press.

2. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing.

3. Ferris, D. R. (2018). Teaching readers of English: Students, texts, and contexts. Routledge.

4. Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600

5. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press. 246 E-ISSN:3070-8370 Vol. 4, (Issue 1/2026)

6. Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge.

7. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.

8. Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press.

9. Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge University Press.

10. Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Libraries Unlimited.

11. Nation, I. S. P. (2022). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

12. Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Prentice Hall.

13. Paltridge, B. (2012). Discourse analysis: An introduction (2nd ed.). Bloomsbury.

14. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.

15. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

16. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/ haer.78.1.v62444321p602101

17. Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press.

18. Williams, E. (1984). Reading in the language classroom. Macmillan.

19. Zamel, V. (1992). Writing oneʼs way into reading. TESOL Quarterly, 26(3), 463–485. https://doi. org/10.2307/3587167

20. Zhang, L. J. (2013). Second language writing as and for second language learning. Journal of Second Language Writing, 22(4), 446–447. https://doi.org/10.1016/j.jslw.2013.08.010 247 E-ISSN:3070-8370