RAPID READING AND THE WRITING PROCESS OF REMEDIAL ENGLISH STUDENTS: THE LOGICAL CONNECTION

Babangida Ibrahim Yarima

Abstract


The study explored the impact of extensive reading on the cognitive processes associated with continuous writing of remedial English students at Ordinary Level (O’ Level, henceforth). A control – experimental research design was conducted with randomly selected samples. Remedial students of the Abubakar Tafawa Balewa University, Bauchi-Nigeria of 2014/2015 academic session constituted the subjects for the study. Research instruments involved rapid reading materials and Restricted Essay Writing Test (REWT). There was a pre-test prior to treatment and then a post test. Tools for the analysis were t- test and One-Way ANOVA. Consequently, the three hypotheses raised were rejected at 0.5 alpha- level. Both quantitative and qualitative data showed a progressive influence of rigorous treatment on students’ written performance. In the light of the findings, recommendations were proffered. 


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