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Beyond Scores: Taiwanese EFL Learners' Perceptions and Experiences with Writing-Integrated Reading Instruction

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Mixed-methods study examines reading comprehension in Taiwanese EFL learners, suggesting improved strategies.

Taiwanese EFL learners showed nuanced perceptions of writing-integrated reading instruction, enhancing their engagement.
The study found that various reading strategies, particularly writing tasks, significantly aid comprehension growth.
Using an explanatory sequential mixed-methods approach, the research combines qualitative insights and quantitative data.
Findings highlight challenges and emotions associated with reading tasks, indicating areas for instructional improvement.

Wes Harven Guillemer Maravilla (2025) studied this question.

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