Exploring the Relationship between Receptive and Productive Skills in EFL Test Performance: Evidence from a Turkish Preparatory Class Context of a State University in Türkiye

Learning a language requires the efficient use of the basic communication abilities of speaking, writing, listening, and reading. However, as skill development varies among students or settings, it is important to investigate their connections. Therefore, this study examines the relationship between receptive (reading and listening) and productive (speaking and writing) skills of Turkish EFL learners. The goal is to show how these four language skills relate to one another. Three main questions are investigated in this study: (1) Do students’ receptive skills in the quizzes correlate with their productive skills?”, (2)“Do students’ receptive skills in the portfolio tasks correlate with their productive skills?”, and (3) “Do students’ receptive skills in the mid-term exam correlate with their productive skills?”. Data were collected from 250 students through three assessment types: skill-specific quizzes, portfolio tasks, and a comprehensive mid-term exam. A descriptive research design was adopted, and correlation and regression analyses were conducted using SPSS 25. The results revealed strong and statistically significant relationships among all four language skills across different assessment formats. In particular, receptive skills were found to significantly predict productive skills, suggesting a high degree of interdependence. These findings highlight the need for integrated skill instruction and assessment in EFL contexts. The study contributes to the fields of language pedagogy and assessment by providing empirical support for interconnected skill development. Future studies may elaborate by comparing various foreign language proficiency levels, examining longitudinal data, or investigating how integrated educational interventions might affect the relationship between productive and receptive abilities.