Criteria For Selecting Reading Texts To Develop Integrated Reading And Writing Skills Among 10Th–11Th Grade Efl Students
DOI:
https://doi.org/10.57033/mijournals-2026-4-0249Keywords:
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 evaluationAbstract
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
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