| Abstrakt: |
The present study aimed to investigate EFL gifted high school students' perceptions of the effects of integration of reading and writing on their writing skills. 103 gifted students of grade 11 from three gifted high schools in the Mekong Delta took part in this study. The study followed a descriptive, mixed method research design employing the questionnaire and semi-structured interview to collect quantitative and qualitative data about EFL gifted high school students' perceptions of the effects of integration of reading and writing on their writing skills. The findings of the study revealed that students highly perceived the positive effects of integrating reading and writing into writing lessons in regard to language, organization, content, communicative achievement, evaluation and effectiveness. [ABSTRACT FROM AUTHOR] |
