Examining the relationship between speaking and writing performance: Evidence from Bahraini ESL college students
Abstract
Speaking and writing are essential productive skills in English as a Second Language (ESL) contexts and play a crucial role in academic success and effective communication. These skills are often assumed to be interrelated and mutually supportive; however, empirical evidence regarding the nature and strength of this relationship remains inconclusive, particularly in Middle Eastern contexts. This study examines the relationship between speaking and writing performance among Bahraini ESL college students. A quantitative correlational research design was employed, involving 98 students selected through stratified random sampling. Students’ performance in speaking and writing was assessed using standardised rubrics focusing on coherence, grammar, and vocabulary. Pearson correlation analysis was conducted to examine the relationship between the two skills across these components. The findings revealed weak positive correlations between speaking and writing across coherence, grammar, vocabulary, and overall performance, none of which were statistically significant. These results suggest that speaking and writing develop largely independently and that proficiency in one skill does not necessarily predict proficiency in the other. The study concludes that ESL instruction should treat speaking and writing as distinct yet complementary skills, requiring targeted and skill-specific pedagogical approaches. These findings have important implications for language teaching, curriculum design, and assessment practices in ESL contexts, particularly in Bahrain.
Keywords:
Bahraini ESL students, second language acquisition , speaking performance , Pearson correlation, writing performanceReferences
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