, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
TABLE OF CONTENT
Question 1: Quantitative Research Proposal Page 3
Question 2: Quantitative Research Proposal Page 11
Question 3: Qualitative Research Proposal Page 21
, Question 1: Quantitative Research Proposal
A Quantitative Comparative Study of Academic Writing Performance Between Students with
Strong and Weak Reading Habits in a Research Methodology Module
1. Literature Review
1.1 Background of the Study
Reading is widely acknowledged as a foundational skill that underpins academic success across all
disciplines, yet it remains a significant challenge in the South African higher education context.
South Africa is often perceived as a non-reading nation, with a culture of reading that is not deeply
embedded in many communities (Le Roux, 2024). For many children, their first encounter with
books occurs only when they enter formal schooling, placing an immense responsibility on teachers
to model and foster reading practices. However, this responsibility is complicated by the fact that
many teachers and pre-service teachers themselves come from similar backgrounds and may not
have developed strong reading habits (Le Roux, 2024). This cycle of low literacy engagement has
direct consequences for tertiary education, where students are expected to engage with complex
academic texts and produce sophisticated written work.
The transition from high school to university is particularly challenging, as first-year students often
find themselves unprepared for the demands of academic writing. Mudau, Cekiso, and Mandende
(2025) found that students frequently experience a steep learning curve, struggling with structuring
arguments, conducting research, and adhering to formal writing conventions—skills they were not
adequately taught in high school. This lack of preparation is exacerbated for students studying in a
foreign language (English), which is the medium of instruction at most South African universities.
Consequently, many students enter higher education with reading literacy levels below the expected
standard, directly impacting their ability to write effectively (Cekiso, 2024). Within this context, the
research methodology module (HMEMS80) presents a critical case, as it requires students to engage
with dense theoretical texts and produce structured academic writing, making it an ideal setting to
investigate the relationship between reading habits and writing performance.
1.2 Defining and Conceptualising Variables
This study focuses on two primary variables: reading habits (the independent variable) and academic
writing performance (the dependent variable). Reading habits are defined as the frequency, duration,
and consistency with which an individual engages with reading materials, as well as the types of
materials they choose to read (Nguyen, 2022). According to Wagner (2002, cited in Nguyen, 2022),
reading habits are measured in terms of the number of materials read, the frequency of reading, and
the time spent on it. Le Roux (2024) further categorises reader identities into personas ranging from
non-readers and functional readers (who read only out of necessity) to occasional, regular, and
committed readers (who read widely and for pleasure). For the purpose of this quantitative study,
students with "strong reading habits" will be defined as those who read regularly (e.g., daily or
several times per week) for both academic and non-academic purposes, while those with "weak
reading habits" read infrequently and primarily for assessment-driven tasks.
, Academic writing performance refers to the ability to produce written texts that meet the conventions
of academic discourse, including clarity, coherence, appropriate vocabulary, grammatical accuracy,
and the logical structuring of arguments (Nguyen, 2022). Mudau et al. (2025) highlight that
academic writing requires not only linguistic proficiency but also the ability to synthesise
information, integrate sources, and present a cohesive argument. In this study, writing performance
will be measured through a standardised essay task, assessed using a rubric based on the Vietnamese
Standardized Test of English Proficiency (VSTEP) criteria, as employed by Nguyen (2022), which
includes task fulfilment, organisation, vocabulary, and grammar.
1.3 Previous Research on Reading Habits and Writing Performance
A growing body of international and South African research has explored the relationship between
reading habits and writing performance. Nguyen (2022) conducted a mixed-methods study with 60
English-major students at Van Lang University, Vietnam, and found a moderate positive correlation
between reading habits and writing performance (r = 0.433 to 0.542). Notably, the study revealed
that nearly 60% of the variance in writing scores could be predicted by reading habits, with the
amount of time spent on reading being the most significant contributing factor. Students who read
daily for 30 minutes to an hour demonstrated significantly better writing outcomes than those who
read less frequently.
Similarly, Taye and Teshome (2025) implemented a four-week extensive reading intervention with
80 Ethiopian undergraduate EFL students and found a statistically significant positive correlation
between extensive reading engagement and writing proficiency (r = 0.57, p < 0.001). Students who
engaged in extensive reading showed marked improvements in lexical diversity and argumentative
coherence, with third-year students’ essay scores increasing from 57.1 to 74.9 after the intervention.
The authors concluded that extensive reading serves as both a linguistic resource and a cognitive
scaffold, enhancing students' ability to organise ideas and use varied vocabulary.
In the South African context, Cekiso (2024) explored university students' reading self-concepts and
found that students who identified as "readers who enjoy reading" were more likely to engage with a
wide range of texts and read frequently, whereas "reluctant readers" with poor and slow reading
abilities displayed inconsistent reading habits and only read for tests and exams. While Cekiso’s
study focused on reading self-concept rather than writing directly, it establishes a clear link between
reading engagement and academic behaviour. Furthermore, Mudau et al. (2025) found that first-year
students who lacked prior exposure to formal writing in high school struggled significantly with
university writing tasks, suggesting that the foundation for writing is often built through reading
experiences.
A comprehensive literature review by Wani and Ismail (2024) synthesised findings from multiple
studies and concluded that consistent reading habits positively enhance academic performance by
improving vocabulary, critical thinking, and writing skills. They noted that students with strong
reading habits not only perform better in English classes but also demonstrate greater cognitive
engagement and the ability to articulate complex ideas. Conversely, the absence of reading habits is
linked to lower academic achievement and a lack of confidence in writing tasks.
TABLE OF CONTENT
Question 1: Quantitative Research Proposal Page 3
Question 2: Quantitative Research Proposal Page 11
Question 3: Qualitative Research Proposal Page 21
, Question 1: Quantitative Research Proposal
A Quantitative Comparative Study of Academic Writing Performance Between Students with
Strong and Weak Reading Habits in a Research Methodology Module
1. Literature Review
1.1 Background of the Study
Reading is widely acknowledged as a foundational skill that underpins academic success across all
disciplines, yet it remains a significant challenge in the South African higher education context.
South Africa is often perceived as a non-reading nation, with a culture of reading that is not deeply
embedded in many communities (Le Roux, 2024). For many children, their first encounter with
books occurs only when they enter formal schooling, placing an immense responsibility on teachers
to model and foster reading practices. However, this responsibility is complicated by the fact that
many teachers and pre-service teachers themselves come from similar backgrounds and may not
have developed strong reading habits (Le Roux, 2024). This cycle of low literacy engagement has
direct consequences for tertiary education, where students are expected to engage with complex
academic texts and produce sophisticated written work.
The transition from high school to university is particularly challenging, as first-year students often
find themselves unprepared for the demands of academic writing. Mudau, Cekiso, and Mandende
(2025) found that students frequently experience a steep learning curve, struggling with structuring
arguments, conducting research, and adhering to formal writing conventions—skills they were not
adequately taught in high school. This lack of preparation is exacerbated for students studying in a
foreign language (English), which is the medium of instruction at most South African universities.
Consequently, many students enter higher education with reading literacy levels below the expected
standard, directly impacting their ability to write effectively (Cekiso, 2024). Within this context, the
research methodology module (HMEMS80) presents a critical case, as it requires students to engage
with dense theoretical texts and produce structured academic writing, making it an ideal setting to
investigate the relationship between reading habits and writing performance.
1.2 Defining and Conceptualising Variables
This study focuses on two primary variables: reading habits (the independent variable) and academic
writing performance (the dependent variable). Reading habits are defined as the frequency, duration,
and consistency with which an individual engages with reading materials, as well as the types of
materials they choose to read (Nguyen, 2022). According to Wagner (2002, cited in Nguyen, 2022),
reading habits are measured in terms of the number of materials read, the frequency of reading, and
the time spent on it. Le Roux (2024) further categorises reader identities into personas ranging from
non-readers and functional readers (who read only out of necessity) to occasional, regular, and
committed readers (who read widely and for pleasure). For the purpose of this quantitative study,
students with "strong reading habits" will be defined as those who read regularly (e.g., daily or
several times per week) for both academic and non-academic purposes, while those with "weak
reading habits" read infrequently and primarily for assessment-driven tasks.
, Academic writing performance refers to the ability to produce written texts that meet the conventions
of academic discourse, including clarity, coherence, appropriate vocabulary, grammatical accuracy,
and the logical structuring of arguments (Nguyen, 2022). Mudau et al. (2025) highlight that
academic writing requires not only linguistic proficiency but also the ability to synthesise
information, integrate sources, and present a cohesive argument. In this study, writing performance
will be measured through a standardised essay task, assessed using a rubric based on the Vietnamese
Standardized Test of English Proficiency (VSTEP) criteria, as employed by Nguyen (2022), which
includes task fulfilment, organisation, vocabulary, and grammar.
1.3 Previous Research on Reading Habits and Writing Performance
A growing body of international and South African research has explored the relationship between
reading habits and writing performance. Nguyen (2022) conducted a mixed-methods study with 60
English-major students at Van Lang University, Vietnam, and found a moderate positive correlation
between reading habits and writing performance (r = 0.433 to 0.542). Notably, the study revealed
that nearly 60% of the variance in writing scores could be predicted by reading habits, with the
amount of time spent on reading being the most significant contributing factor. Students who read
daily for 30 minutes to an hour demonstrated significantly better writing outcomes than those who
read less frequently.
Similarly, Taye and Teshome (2025) implemented a four-week extensive reading intervention with
80 Ethiopian undergraduate EFL students and found a statistically significant positive correlation
between extensive reading engagement and writing proficiency (r = 0.57, p < 0.001). Students who
engaged in extensive reading showed marked improvements in lexical diversity and argumentative
coherence, with third-year students’ essay scores increasing from 57.1 to 74.9 after the intervention.
The authors concluded that extensive reading serves as both a linguistic resource and a cognitive
scaffold, enhancing students' ability to organise ideas and use varied vocabulary.
In the South African context, Cekiso (2024) explored university students' reading self-concepts and
found that students who identified as "readers who enjoy reading" were more likely to engage with a
wide range of texts and read frequently, whereas "reluctant readers" with poor and slow reading
abilities displayed inconsistent reading habits and only read for tests and exams. While Cekiso’s
study focused on reading self-concept rather than writing directly, it establishes a clear link between
reading engagement and academic behaviour. Furthermore, Mudau et al. (2025) found that first-year
students who lacked prior exposure to formal writing in high school struggled significantly with
university writing tasks, suggesting that the foundation for writing is often built through reading
experiences.
A comprehensive literature review by Wani and Ismail (2024) synthesised findings from multiple
studies and concluded that consistent reading habits positively enhance academic performance by
improving vocabulary, critical thinking, and writing skills. They noted that students with strong
reading habits not only perform better in English classes but also demonstrate greater cognitive
engagement and the ability to articulate complex ideas. Conversely, the absence of reading habits is
linked to lower academic achievement and a lack of confidence in writing tasks.
