INTEGRATING READING AND WRITING TASKS IN ENGLISH FOR ACADEMIC PURPOSES (EAP) COURSES

Abstract

This article examines how reading and writing tasks are combined in English for Academic Purposes (EAP) courses, highlighting their interconnected role in fostering students’ academic literacy. It argues that combining reading and writing activities—such as summarizing academic texts, responding to arguments, and synthesizing multiple sources—not only strengthens comprehension skills but also enhances coherence, critical thinking, and argumentation in student writing. Building on theoretical frameworks and recent studies, the paper identifies best practices for designing integrated tasks that mirror authentic academic requirements. It also discusses challenges faced by EAP instructors and provides practical strategies to bridge the gap between reading input and written output. The findings suggest that purposeful integration fosters deeper engagement with texts and improves students’ academic writing performance in higher education contexts.