Investigating the Correlation between the Speaking Skill and the Wrting Skill

Abstract

The mastery of productive skills in language learning serves as a core component of effective communication. The development of speaking and writing in English as a Foreign Language (EFL) learning plays a pivotal role in enabling language learners to exceed understanding the language input to actively producing meaningful output. In this regard, the present study seeks to investigate the correlation between speaking and writing skills among second-year undergraduate Algerian EFL students. It aims to explore whether the learners’ writing proficiency relates to their speaking proficiency and vice versa. This piece of research is built on the hypothesis that there is a statistically significant correlation between second-year undergraduate students’ speaking and writing proficiencies. In other words, students who had a high proficiency level in speaking demonstrated a similar level of proficiency in writing. This study employs a mixed-method design that combines both qualitative and quantitative data. The data collection instruments included two international Oxford tests, one for speaking and one for writing, administered to 59 out of 207 second-year undergraduate EFL students. Also, a semi-structured interview was conducted with four EFL teachers experienced in teaching both skills at the English Department of Mohammed Saddik Ben Yahia University-Jijel during the academic year of 2024/2025. The findings of the study revealed that there is a significant moderate positive correlation between students’ speaking and writing proficiencies, with a Pearson correlation coefficient (r = 0.403). Thus, the results confirm the alternative hypothesis: students who perform well in one skill tend to perform well in the other. In conclusion, it is recommended for EFL learners to engage in activities that combine speaking and writing simultaneously, and EFL instructors to implement an integrated approach to teaching the productive skills.