Exploring EFL Teachers and Students Beliefs and Perceptions on Using Reading to Enhance Productive Skills: A Case Study of EFL Students and Teachers at Bouira University

Abstract

This study investigates the beliefs and perceptions of both EFL teachers and students at Bouira University regarding the role of reading in enhancing productive language skills—specifically speaking and writing. While traditionally viewed as a receptive skill, reading is increasingly recognized as a foundational input that supports the development of productive abilities. The main objective of the study is to explore EFL students and teachers’ perceptions towards reading as a tool to enhance productive skills. Additionally, it seeks to identify the reading practices and strategies most commonly used in EFL classrooms. A mixed-methods approach was employed. First a quantitative method for data collection was opted through the use of an online questionnaire to EFL students, then, a qualitative method for data collection was adopted through semi-structured interviews with 3 university EFL teachers at Bouira university. The findings reveal a common perception that reading significantly contributes to improving learners’ writing style, vocabulary range, grammatical accuracy, and oral fluency. Teachers noted the positive impact of reading on learners’ critical thinking and content knowledge, which enhances their speaking and writing tasks. However, challenges such as lack of motivation, low comprehension skills, and limited classroom time for integrated reading activities were also reported. The study concludes by emphasizing the need for more integrative pedagogical strategies that align reading with productive skill development to promote full language learning in Algerian EFL context